ARCHDIOCESE  OF  BOSTON 
PAROCHIAL  SCHOOLS 
COURSE  OF  STUDY 


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ARCHDIOCESE   OF  BOSTON 


PAROCHIAL  SCHOOLS 


COURSE  OF  STUDY 


GRADES  I-VIIJ 


BOSTON  COLLEGE  LIBRARY 
CHESTNUT  HILL,  MASS. 


OFFICE  OF 

DIOCESAN  SUPERVISOR  OF  SCHOOLS 

BOSTON,  MASSACHUSETTS 

REV.  AUGUSTINE  F.  HICKEY 

DIOCESAN  SUPERVISOR  OF  SCHOOLS 


161951 


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FOREWORD 

In  September  1915  at  the  direction  of  His  Eminence,  Cardinal 
O'Connell,  Archbishop  of  Boston,  an  Outline  of  Requirements  was 
placed  in  the  hands  of  the  teachers  of  the  elementary  grades  of  Parochial 
Schools.  The  advantages  consequent  to  the  unification  of  the  educa- 
tional work  of  the  Archdiocese  have  been  evident  during  the  eight  years 
of  the  use  of  the  original  Outline.  With  the  experience  of  these  years 
has  come  the  realization  of  new  needs  in  the  arrangement  of  a  program 
of  elementary  education. 

With  the  approval  of  His  Eminence,  the  Cardinal,  a  new  course  of 
study  outlining  work  in  all  the  subjects  taught  grades  I  to  VIII  is  now 
presented  for  use  in  the  elementary  grades  of  schools  in  the  Archdiocese 
of  Boston.  The  new  course  is  a  development  of  the  Outline  of  Require- 
ments of  1915.  It  is  more  complete  in  detail,  in  suggestions  and  in 
references  for  the  use  of  teachers  and  pupils. 

The  Course  of  Study,  however,  is  not  the  great  objective  of  Catholic 
education.  The  task  of  the  religious  teacher  is  to  teach  children  not 
the  curriculum.  The  centre  of  interest  in  the  Catholic  classroom  is 
the  child  not  the  subject  matter.  Curricula  are  organized  to  facilitate 
the  teaching  of  children  through  the  suggestion  of  proper  material 
for  the  development  of  personal  power  in  the  life  of  the  child.  The 
curriculum  is  a  means  to  an  end.  No  curriculum  ever  met  the  needs 
of  every  child  in  a  large  school  system.  It  is  the  responsibility  of  Su- 
periors of  Schools  and  of  teachers  to  study,  to  interpret  and  to  apply 
the  requirements  set  forth  in  the  following  course  in  the  highest 
interests  of  the  children  in  the  classroom. 

The  principle  of  the  adjustment  of  the  curriculum  to  the  needs  of 
pupils  should  be  applied  particularly  in  the  seventh  and  eighth  grades. 
In  these  grades  the  presentation  of  the  subject  matter  should  take  on 
something  of  the  character  and  method  of  the  high  school.  Here  must 
come  less  emphasis  on  formal  drill  and  an  increase  of  the  encourage- 
ment of  initiative,  personal  interest  and  problem  solving  on  the  part 
of  pupils.  In  these  grades  thought  getting  and  thought  expression  form 
the  chief  objective  of  the  alert  teacher  in  her  methods  of  instruction  and 
training.  Assignments  become  more  comprehensive  and  include  refer- 
ences to  other  books  than  the  basic  text  used  by  the  class.  A  certain 
amount  of  Socialized  Recitation  under  the  direction  of  the  teacher 
makes  pupils  more  conscious  of  the  purposes,  need  and  value  of  educa- 
tion. 

The  mentality,  the  tastes  and  the  attitude  of  the  child  between 
twelve  and  fourteen  years  call  for  active  sympathy  and  interest  from 
the  teacher  to  the  end  that  confidence  and  co-operation  may  be  aroused 
in  the  pupil.  The  will  of  the  pupil  is  to  be  disciplined  with  the  intelli- 
gence. This  is  accomplished  through  the  teacher's  power  to  teach 
pupils  why  and  how  to  make  the  right  choice.  Under  the  influence 
of  religion  pupils  are  to  be  enlightened  and  strengthened  in  the  develop- 
ment of  will  power  so  that  they  may  be  able  to  choose  rightly  in  the 
situations  that  they  must  face  in  after  years. 

To  make  the  lives  of  children  richer  in  love  and  service  of  God  and 
in  loyalty  and  devotion  to  country  is  the  aim  of  Catholic  education. 

3 


The  work  of  presenting  a  new  course  of  study  was  undertaken  for  the 
furtherance  of  this  sublime  purpose. 

In  the  preparation  of  this  course  valuable  assistance  has  been  given 
by  Community  Supervisors,  Superiors  of  Schools  and  by  teachers  of 
the  grades.  Suggestions  have  been  taken  from  other  courses  of  study 
prepared  for  elementary  schools.  The  use  of  many  such  suggestions 
is  acknowledged  with  gratitude. 

Office  of  Diocesan  Supervisor  of  Schools. 
Boston,  Massachusetts. 
November  1,  1923. 


4 


CONTENTS 


Foreword     .    4 

Time  Schedule   6 

Religion,  Grades  I-VIII   7 

English,  Grades  I-VIII   39 

Arithmetic,  Grades  I-VIII   83 

United  States  History,  Grades  I-VIII   92 

Civics,  Grades  I-VIII   117 

Patriotism,  Grades  I-VIII   125 

Geography,  Grades  III-VIII   131 

Physiology  and  Hygiene,  Grades  I-VIII   143 

Physical  Training,  Grades  I-VIII   149 

Music,  Grades  I-VIII   156 

Drawing,  Grades  I-VIII   165 

Irish  History,  Grades  VII-VIII   181 

Marking  Written  Works   183 


5 


APPROXIMATE  TIME  SCHEDULE 


Aggregate  time  in  minutes  per  week,  to  be  given  in  the  different 
subjects  of  the  curriculum. 


Grades 

1 

2 

3 

4 

5 

6 

7 

8 

Opening  and  Closing  Exercises 

60 

60 

60 

60 

60 

60 

60 

60 

Religion  

150 

150 

150 

150 

150 

150 

150 

150 

Reading  and  Literature  

525 

475 

400 

200 

180 

175 

150 

140 

Spoken  and  Written  English. .  . 

230 

200 

200 

285 

285 

250 

250 

250 

Penmanship  

80 

80 

80 

100 

100 

90 

90 

90 

Arithmetic  

100 

200 

200 

200 

220 

200 

220 

220 

History  and  Civics  

50 

50 

120 

120 

140 

Geography  

75 

125 

125 

125 

150 

140 

Music  

75 

75 

75 

75 

75 

75 

75 

75 

Drawing  

100 

80 

80 

80 

80 

80 

60 

60 

Physiology  and  Hygiene  

30 

30 

30 

30 

30 

30 

30 

30 

Physical  Exercises  and  Recess. 

150 

150 

150 

140 

140 

140 

140 

140 

Totals  

1500 

1500 

1500 

1495 

1495 

1495 

1495 

1495 

Approximate  Home  Study  per 
week  

150 

225 

300 

500 

500 

The  class  room  teacher  is  to  prepare  subject  to  the  Superior's  ap- 
proval a  weekly  program  based  on  this  time  schedule.  The  program  is 
to  be  kept  in  the  classroom. 


6 


RELIGION 


In  pursuing  the  various  branches  of  training  in  religion  assigned  for 
daily  instruction  and  study,  results  most  satisfactory  will  be  secured 
by  treating  these  subjects  simultaneously  rather  than  successively. 
Thus,  the  Catechism,  Bible  History  and  complementary  instruction 
should  be  correlated  in  such  a  way  as  to  combine  facts  and  convey  force- 
ful impressions  from  which  practical  lessons  may  be  naturally  drawn. 
Much  emphasis  is  to  be  placed  on  religious  instruction.  It  is  through 
skillful  presentation  of  religious  truth  and  of  spiritual  motives  for 
action  that  the  child  comes  to  accept  the  practice  of  Christian  virtue 
as  the  great  all  consuming  aim  of  his  life. 

With  the  lesson  freshly  prepared  by  earnest  and  prayerful  study, 
the  teacher  stands  before  her  class  as  a  messenger  of  God  and  His 
Church,  bearing  in  mind  that  to  her  is  confided  a  noble  work,  a  sacred 
trust;  a  task  sublime  in  character,  holy  in  nature  and  far-reaching  in 
effect.  On  her  devolves  the  duty  of  training  conscience,  of  checking 
and  repressing,  wherever  necessary,  inherent  human  tendencies  and 
of  developing  the  youthful  mind  and  heart  in  the  habits  of  the  love 
and  practice  of  virtue;  in  short,  of  laying  the  foundation  for  the  build- 
ing of  a  character  of  superior  excellence  and  beauty. 

Religion  is  the  great  motive  power  of  life  in  the  classroom  of  the 
Catholic  School.  Every  lesson  taught  must  include  a  presentation 
of  the  truths  and  standards  of  Christ  in  such  a  manner  as  to  touch 
the  life  of  the  child.  In  the  teaching  of  religion  quality  is  the  objec- 
tive not  quantity.  Constant  emphasis  must  be  placed  on  the  germ 
truths  which  should  flower  into  the  unfailing  use  of  religion  in  the  daily 
tasks  and  responsibilities  of  the  child's  life.  Honesty,  truthfulness, 
industry  and  obedience  are  fundamental  to  character.  These  habits  of 
action  become  supernaturalized  and  take  on  their  full  glory  and 
power  through  the  religious  motive  and  the  religious  ideal. 

Let  the  teacher  remember  that  all  real  training  is  self  training; 
that  in  instruction  and  discipline  of  all  kinds  the  child  should  be  led  to 
co-operate.  A  word  of  confidence  and  encouragement  from  the  teacher 
often  suffices  to  this  end.  The  child  is  asked  "What  do  you  think 
about  it?"  "How  do  you  feel  about  it?"  "What  are  you  going  to 
do  about  it?" 

The  co-operation  of  the  child  aroused  by  this  method,  strengthened 
by  the  supernatural  motive,  confirmed  by  constant  repetition  and 
practice  gradually  develops  into  habit.  The  sum  of  Christian  habits 
is  Christian  character. 

In  all  things  the  teacher  of  Religion  relies  on  the  Grace  of  God  which 
is  the  beginning  and  the  development  of  progress  in  the  supernatural 
life.  In  face  of  every  difficulty  and  discouragement,  the  earnest  teacher 
of  Religion  is  inspired  by  the  promise  of  Our  Lord  to  those  who  instruct 
in  His  Name,  "I  will  be  in  thy  mouth  and  will  teach  what  thou  shalt 
speak." 

SCHOOL  PRAYERS 

There  are  four  common  prayer  periods  each  school  day.  The  fol- 
lowing list  of  suitable  prayers  is  arranged  for  the  use  of  the  grades. 

7 


Pupils  must  be  taught  to  pray  with  intelligent  attention  and  sincere 
devotion.  For  this  reason  few  prayers  should  be  said  but  said  slowly 
and  with  careful  enunciation. 

Daily  Prayers 

Grade  I  to  III. 

A.M.  Opening  Session — Our  Father,  Hail  Mary,  Angel  of  God. 

In  Grade  II  add  Apostles'  Creed.    In  Grade  III  add  Apostles'  Creed 

and  Morning  Offering. 
A.M.  Closing  Session — Hail  Mary,  Blessing  before  meals. 
P.M.  Opening  Session — Hail  Mary,  Blessing  after  meals. 
Closing  Session — Prayers  to  be  selected  by  teacher  of  grade. 
In  Grades  II  and  III — Confiteor  and  Acts  of  Faith,  Hope  and  Charity 

are  to  be  said  each  morning  either  sitting  or  standing. 
Grades  IV  to  VIII. 

A.M.  Opening  Session.    Blessing  after  meals — Our  Father,  Hail  Mary, 

Apostles'  Creed,  Confiteor,  Morning  Offering. 
A.M.  Closing  Session — Angelus. 

P.M.  Opening  Session — Acts  of  Faith,  Hope,  Charity,  Contrition. 

Closing  Session — Prayers  to  be  selected  by  teacher  of  grade. 

When  the  bell  strikes  the  hour  all  work  is  to  be  suspended  for  a  moment 

for  a  brief  but  fervent  prayer.   Either  of  the  following  hour  prayers  is 

recommended. 

1.  Teacher — Let  us  remember  the  Holy  Presence  of  God. 
Pupils — We  adore  His  Divine  Majesty.    Add  an  ejaculation. 

2.  Teacher  and  Pupils — O  My  God,  I  will  continue  to  perform  all 
my  actions  for  the  love  of  Thee.  Amen. 

RELIGION 
Grade  I 

Approximate  Time  150  minutes  a  week. 

Prayers:  The  Sign  of  the  Cross,  the  Our  Father,  the  Hail  Mary,  Prayer 
to  the  Angel  Guardian,  "O  Angel  of  God."  An  Act  of  Contrition. 
Ejaculations:  Jesus,  Mary,  Joseph! 

"O  my  God,  I  believe  in  Thee,  I  hope  in  Thee,  I  love  Thee." 

Old  Testament. 

1.  God,  Our  Heavenly  Father. 

(a)  God,  Our  Creator  Who  made  us  to  know,  love  and  serve 

Him, 

(b)  Creator  of  all  things. 

2.  Creation,    (a)  Work  of  each  day. 

3.  The  Angels  (a)  Fall;  (6)  Punishment;  (c)  Hell. 
Guardian  Angels. 

4.  Adam  and  Eve.    (a)  Their  Creation,  Home  in  the  Garden  of 

Eden;  (b)  Fall  and  punishment;  (c)  God's  Promise  of  a 
Redeemer. 

New  Testament. 

1.    Annunciation.    2.    Visitation.    3.    Birth  of  Jesus:  (a)  Shep- 
herds, Kings,  Flight  into  Egypt,  Holy  Innocents.    4.    Holy  Family 

8 


at  Nazareth:  (a)  Daily  home  duties;  (b)  lessons.  5.  The  r  ding 
in  the  Temple:  (a)  Loss  and  Finding  of  Child  Jesus.  6.  The  later 
years  at  Nazareth :  (a)  The  model  home — love,  industry,  obedience. 
Note :  The  topics  in  the  Old  and  New  Testament  are  to  be  presented 
in  the  form  of  simple  narratives  which  the  children  should  be  in- 
structed to  reproduce  in  their  own  simple  way.  Bible  pictures 
and  black  board  sketches  are  of  great  assistance  in  this  grade. 

Catechism. — Baltimore,  Kinkead  No.  0,  Lessons  I  to  X. 
Omit  questions  295  and  434. 

Schools  may  substitute  an  approved  Cathecism  in  preparation  for 
First  Communion. 

Note :  During  the  first  two  years  the  emphasis  is  less  upon  the  Cate- 
chism than  upon  Bible  narratives.  The  questions  should  be 
thoroughly  developed  through  Bible  stories  and  other  means  before 
children  are  required  to  memorize. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 

Simple  talks  on  God  and  God's  love  for  children.  Stories 
from  the  Life  of  our  Lord.  Our  Lord's  Passion  and 
Death.  Devotion  to  Jesus,  to  His  Blessed  Mother  and 
to  St.  Joseph.    Sign  of  reverence  in  passing  church. 

(2)  To  teach  obedience  to  the  law  of  God  and  to  parents  and 

superiors. 

Simple  talks  on  the  nature  of  sin.  The  voice  of  con- 
science. Examination  of  Conscience.  Daily  prayers. 
Observance  of  Sundays  and  Holy  days. 

(3)  To  teach  and  to  train  in  important  virtues. 

Simple  talks  on  truthfulness,  honesty,  obedience,  respect 
for  parents. 

t 

RELIGION 
Grade  II. 

Approximate  Time  150  minutes  per  week. 

Prayers. 

Our  Father,  Hail  Mary,  Apostles'  Creed,  Acts  of  Faith,  Hope,  Charity, 
Contrition. 

Ejaculations:  "O  Mary  conceived  without  sin,  etc."  "Sweetest  Heart 
of  Jesus  I  implore,  etc." 

Old  Testament. 

I.    Review  work  of  Grade  I.  (a)  Our  First  Parents,  their  creation, 

fall,  punishment,  promise  of  a  Redeemer. 
II.    Children  of  Adam  and  Eve:  (a)  Cain  and  Abel. 

1.    Their  sacrifices,  death  of  Abel,  punishment  of  Cain. 

III.  The  Deluge:  (a)  causes,  (b)  Noe,  (c)  Ark,  (d)  Rainbow. 

IV.  The  Tower  of  Babel. 

New  Testament. 

I.    Review  work  of  Grade  I. 
II.    The  Mission  of  St.  John  the  Baptist. 

9 


III.    The  Public  Life  of  Our  Lord:  (a)  Baptism,  (b)  His  love  for 
children,   (c)  Miracle  of  Cana,   (d)  Institution  of  Holy- 
Eucharist,  (e)  Passion,  Death  and  Resurrection. 
Note:  Present  an  epitome  of  Our  Lord's  Life  in  the  form  of  simple 
oral  narratives.    Encourage  children  to  reproduce  in  their  own 
words. 

Catechism — Kinkead's  No.  0. 
I.    Review  work  of  Grade  I. 
II.    Lessons  XI  to  XXIV.    Omit  lesson  on  Confirmation. 
Schools  may  substitute  an  approved  Catechism  in  preparation  for 
First  Communion.    See  note  under  Catechism  Grade  I. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 

Simple  talks  on  subjects  in  Grade  I.  The  Sacrament  of 
Penance.  Confession.  Sorrow  for  Sins.  The  Blessed 
Sacrament.  Holy  Communion.  Visits  to  the  Blessed 
Sacrament.  Devotion  to  our  Blessed  Mother.  Talks 
on  Principal  Feasts.  Special  attention  to  preparation 
for  First  Holy  Communion. 

(2)  To  teach  obedience  to  the  law  of  God  and  to  parents  and 

superiors. 

Temptation.  Source  of  Sin.  Means  of  overcoming  sin. 
Our  daily  prayers.  The  Ten  Commandments.  How 
kept.    How  broken.    Death.    Judgment.  Hell. 

(3)  To  teach  and  to  develop  important  virtues. 

What  is  meant  by  self  control,  by  unselfishness.  Why  we 
should  respect  and  obey  all  our  lawful  superiors.  For- 
giveness of  injuries.  Truthfulness  and  honesty  in  all 
things.  Motives. 


RELIGION 
Grade  III 

Approximate  time  150  minutes  per  week 

Prayers. 

Review  prayers  taught  in  previous  grades. 

Confiteor,  Morning  Offering. 

1  'We  fly  to  Thy  Patronage. ' '  Memorare. 

Ejaculations. 

"O  Sacrament  most  holy,  etc."  "Jesus,  I  adore  Thee." 

Old  Testament. 

Review  work  of  preceding  grades. 

1.    Abraham,  son  of  Thare,  a  descendant  of  Sem. 

(a)  Called  by  God  to  be  the  Father  of  his  people. 

(6)  Lot,  the  nephew  of  Abraham,  goes  to  Sodom. 

(c)  Abraham  delivers  Lot  from  the  four  kings. 

(d)  Is  blessed  by  Melchisedech  priest  of  the  Most  High  and 

King  of  Salem. 

10 


(e)  Destruction  of  Sodom  and  Gomorrah.    Lot's  wife  turned 

into  a  pillar  of  salt. 
(J)  The  covenant  of  Circumcision. 

(g)  Birth  of  Isaac. 

(h)  Test  of  Abraham's  faith. 

(i)  Sarah  dies  and  Abraham  obtains  a  wife  for  Isaac. 
(/)  Abraham  dies. 

(a)  Birth  foretold  by  an  angel. 
(6)  Childhood. 

(c)  Sacrifice. 

(d)  Marriage  with  Rebecca. 

(e)  Esau  and  Jacob. 
3.    Esau  and  Jacob. 

(a)  Esau  sells  his  birthright  to  Jacob. 

(b)  Jacob  receives  his  father's  blessing. 

(c)  Esau's  anger. 

(d)  Jacob  flies  to  Mesopotamia;  marries  Leah  and  Rachel. 

Twelve  sons,  fathers  of  the  twelve  tribes. 

(e)  Jacob  returns  to  Chanaan.    Wrestles  with  an  angel.  His 

name  is  changed  to  Israel. 
{f)  Jacob  and  Esau  reconciled. 

New  Testament. 
Review  work  of  previous  grades. 
I.    Events  preceding  the  Birth  of  our  Lord. 

1.  Vision  of  Zachary. 

2.  Visitation.    Mary  visits  her  cousin  St.  Elizabeth. 

3.  Birth  of  St.  John  the  Baptist. 

4.  Mary  and  Joseph  journey  to  Bethlehem. 
II.    The  Birth  and  Childhood  of  our  Lord. 

1.  Nativity  of  our  Lord. 

2.  Adoration  of  the  Shepherds. 

3.  Circumcision. 

4.  Presentation  in  the  Temple. 

5.  Adoration  of  the  Magi. 

6.  The  Flight  into  Egypt. 

7.  The  Massacre  of  the  Holy  Innocents. 

8.  The  Return  to  Egypt. 

9.  The  Boyhood  of  Christ. 

10.  The  Visit  to  the  Temple. 

11.  The  Hidden  Life. 

12.  The  Death  of  St.  Joseph. 
N.B.    Use  the  following  topics  in  the  story  of  each  event  in  our  Lord's 


Catechism. 

Kinkead  No.  1,  Lessons  1  to  33  inclusive. 

Questions  which  in  the  judgment  of  the  teacher  appear  difficult 
for  children  of  this  grade  may  be  postponed  to  following  year. 


life:- 


(a)  Time 

(b)  Place 


(e)  Words 
(0  Prayers 

(g)  Lessons 

(h)  Feast 


(c)  Persons 

(d)  Acts 


11 


A  thorough  review  should  be  made  of  questions  in  Kinkead  Cate- 
chism No.  0,  Lessons  1  to  25. 


Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 
Talks  on  subjects  suggested  Grades  I  and  II. 
Talks  on  Birth  and  Childhood  of  Our  Lord.    Holy  Com- 
munion.   Preparation  and  Thanksgiving.  Elementary 
instruction  on  Holy  Mass.    The  manner  of  assisting 
at  Mass. 

(2)  To  teach  and  to  train  in  obedience  to  the  law  of  God  and 

to  parents  and  superiors. 
How  we  overcome  temptation.    Continue  training  of 
conscience.    Sins,  mortal  and  venial.    Four  last  things 
to  be  remembered.    Why  we  do  penance,  by  keeping 
Lent  and  by  acts  of  mortification. 

(3)  To  teach  and  to  train  in  important  virtues. 

Respect  for  authority.  Reflections  on  the  presence  of 
God.  Importance  of  industry.  Truthfulness  and 
honesty  in  words  and  actions.  Kindness  to  all  at  home 
and  to  playmates.  Practice  of  virtue  in  little  things. 
A  sense  of  personal  honor. 


RELIGION 
Grade  IV 

Approximate  time  150  minutes  per  week 

Prayers. 

Review  prayers  taught  in  preceding  grades. 
Hail  Holy  Queen. 

Ejaculation. 

St.  Joseph,  friend  of  the  Sacred  Heart,  pray  for  us ! 

Old  Testament. 

Review  work  of  previous  grades. 
I.    Twelve  Sons  of  Jacob. 
II.  Joseph. 

1.  A  Child:— 

(a)  Favorite  of  his  father. 

(b)  Jealousy  of  his  brothers. 

(c)  His  dreams. 

(d)  His  brothers'  treatment  of  him. 

2.  A  Slave:— 

(a)  In  Putiphar's  home. 

(b)  Temptation  and  imprisonment. 

3.  A  Prisoner: — 

(a)  Interprets  the  butler's  and  baker's  dreams. 

(b)  Interprets  the  dreams  of  Pharaoh  and  is  released. 

4.  A  Prince: — 

(a)  Made  governor  of  Egypt. 

(b)  Stores  up  corn  against  the  seven  years  of  famine. 

(c)  Famine  reaches  Chanaan  and  Jacob  sends  his  sons 

to  buy  wheat. 

12 


(d)  Joseph  makes  himself  known  and  treats  his  nroth  s 

kindly.    The  reconciliation. 

(e)  Jacob  and  his  family  remove  to  Egypt. 

(0  Jacob  in  dying  blesses  Ephraim  and  Manasses,  the 
sons  of  Joseph. 

III.  Job. 

1.  His  afflictions. 

2.  His  great  patience  rewarded. 

3.  His  death. 

IV.  Moses. 

1.  First  forty  years  (Egypt). 

(a)  Birth  and  parentage. 

(b)  Childhood. 

(c)  Flight. 

2.  Second  Forty  Years. 

(a)  Marriage.  Occupation. 

(b)  The  story  of  the  Burning  Bush. 

(c)  Mission  of  Pharaoh.    Aaron  as  spokesman. 

3.  Third  Forty  Years. 

(a)  Moses  and  Aaron  before  Pharaoh. 

(6)  The  Ten  Plagues. 

(c)  The  Paschal  Lamb. 

(d)  Moses  delivers  the  Israelites: — 

The  Crossing  of  the  Red  Sea;  Mara;  the  Manna; 
Quails. 

(e)  At  Mt.  Sinai ;  Commandments ;  Golden  Calf ;  Taber- 
nacle; Laws  and  Government,  etc.;  Sacrifices;  Re- 
ligious Feasts;  Sacred  Ministers. 

(J)  The  Spies ;  Their  Journey ;  Return ;  Report ;  Effects ; 

Punishment, 
(g)  Israelites  wandering  in  the  Desert: — 
Chief  Events : — 

Core,  Dathan  and  Abiron's  revolt. 
Aaron's  rod,  Sin  of  Moses  and  Aaron. 
Death  of  Aaron.    The  Brazen  Serpent. 
Balaam;  the  death  of  Moses. 

New  Testament. 
Review  work  of  previous  grades. 
I.    The  Parables  of  Our  Lord. 

1.  The  Sower. 

2.  The  Lost  Sheep. 

3.  The  Laborers  in  the  Vineyard. 

4.  The  Lost  Groat. 

5.  The  Wicked  Servant. 

6.  The  Ten  Lepers. 

7.  The  Pharisee  and  the  Publican. 

8.  The  Wheat  and  the  Cockle. 

9.  Dives  and  Lazarus. 

10.  The  Mustard  Seed. 

11.  The  Good  Samaritan. 

12.  The  Foolish  Virgins. 

13 


Catechism. 

Kinkead  No.  1,  Lessons  1  to  end. 

Insist  on  accuracy  and  intelligent  enunciation. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 
Talks  on  subjects  suggested  in  previous  grades. 
The  Holy  Eucharist.  The  Institution  of  the  Holy  Eu- 
charist. The  blessing  of  frequent  Holy  Communion. 
The  Mass  and  its  parts.  Devotion  to  Our  Blessed 
Mother,  to  St.  Joseph.  Daily  attendance  at  Mass  in 
May  and  Lent. 

(2)  To  teach  and  to  train  in  obedience  to  the  law  of  God  and 

to  parents  and  superiors. 
Sin — its  occasions.    Evil  companions.    The  punishments 
of  sin.    Purgatory,  Hell.    The  power  to  follow  con- 
science in  all  things.    The  power  of  prayer.    A  Good 
Confession.    Sorrow  for  sins. 

(3)  To  teach  and  to  train  in  important  virtues. 

Respect  to  parents,  to  religious,  to  priests  to  the  repre- 
sentatives of  the  civil  authority.  Fairness,  honesty  and 
truthfulness  in  school  and  on  the  playground.  Polite- 
ness at  home.  Self  control  in  words  and  acts.  The 
habit  of  good  manners. 


RELIGION 
Grade  V 

Approximate  time  150  minutes  per  week 

Prayers. 

Review  prayers  of  previous  grades. 

Out  of  the  Depths.  Magnificat. 

Spiritual  Communion,  "Look  down  upon  me,  etc." 

Ejaculations. 

"Sweet  Heart  of  Jesus  be  my  love." 
"Sweet  Heart  of  Mary  be  my  salvation." 

Latin  Prayers. 
Ave  Maria,  Pater  Noster. 

Old  Testament. 

Review  work  of  previous  grades. 

I.  Josue. 

1.  The  crossing  of  the  Jordan. 

2.  The  fall  of  Jericho. 

3.  Entrance  into  the  Promised  Land. 

4.  Assembly  at  Sichem.  ^ 

5.  Death  of  Josue. 
II.    The  Judges. 

1.  Othoniel — the  first. 


14 


2.  Gedeon. 

(a)  The  story  of  the  fleece. 

(b)  Battle  with  the  Madianites. 

(c)  The  conquest. 

3.  Jephte. 

(a)  The  defeat  of  the  Ammonites. 

(b)  His  vow. 

4.  Samson. 

(a)  His  birth  and  parentage. 

(b)  Chief  exploits. 

(c)  Dalila. 

(d)  His  fall  and  death. 

5.  Heli. 

(a)  His  sons'  sin. 

(b)  Weakness  of  Heli  in  punishing  his  sons. 

(c)  Punishment. 

(d)  Capture  of  the  Ark. 

6.  Samuel — the  last  of  the  Judges. 

(a)  Birth;  early  life;  vision;  youth, 
(a)  Influence  with  the  people. 

(c)  Miraculous  victory  over  the  Philistines. 

(d)  People's  demand  for  a  king. 

(e)  Samuel's  grief  at  their  rejection  of  God. 

III.  Ruth.^i 

IV.  TheJECingdom  of  Israel. 

1.  Saul — the  first  King. 

(a)  Election  and  annointing. 

(b)  Victories  over  Philistines,  Ammonites,  Amalekites. 

(c)  Saul's  death. 

2.  David — the  second  King,  a  man  according  to  God's  own 
heart. 

(a) J  Youth — his  choice  and  consecration  by  Samuel. 
(6)  In  Saul's  court;  combat  with  Goliath;  friendship 
:'c4     with  Jonathan;  Saul's  hatred. 

(c)  \  As  king ;  Tabernacle  built ;  Ark  removed  thither. 

(d)  As  Prophet. 

i.    Writer  of  Psalms. 

ii.  Foretells  therein  the  Passion  of  Christ. 

iii.  Predicts  the  conversion  of  the  Gentiles. 

(e)  As  Sinner. 

i.  Murder  of  Urias  and  marriage  with  Bethsa- 

bee. 

ii.  Numbering  of  subjects.    Punished  by  pesti- 

lence. 

(f)  His  death. 

3.  Solomon,  son  of  David — third  king. 

(a)  Election. 

i.  David's  choice,  son  of  Bethsabee. 

ii.  Annointed  by  Nathan. 

iii.  Prayer  for  Wisdom. 

(b)  Revolt  of  Adonias. 

(c)  Foreign  Relations. 

i.    Marriage  with  daughter  of  King  of  Egypt. 
15 


ii.  Contract  with  Hiram,  King  of  Tyre  for 

building  the  Temple. 

iii.  Reception  of  the  Queen  of  Sheba. 

(d)  Works. 

i.  Building ;  Temple ;  his  palace ;  the  city  walls. 

ii.  Writing. 

Proverbs. 
Ecclesiastes. 
Canticle  of  Canticles. 

(e)  Loss  of  God's  friendship  by — 

i.  Marrying  idolatrous  women. 

ii.  Offering  worship  to  idols. 

iii.  Punished  by  division  of  his  kingdom. 


New  Testament. 
Review  work  of  the  previous  grades. 
I.    First  Year  of  Our  Lord's  Public  Life. 


1. 

The  Baptism  of  Jesus. 

2. 

The  Fast  and  the  Temptation. 

3. 

Call  of  the  First  Disciples. 

4. 

The  Marriage  at  Cana.    First  Miracle. 

5. 

Our  Lord's  zeal  for  the  honor  of  the  Temple. 

6. 

Jesus  and  Nicodemus. 

7. 

The  Samaritan  Woman. 

8. 

Jesus  at  Nazareth. 

9. 

Miracle  of  the  Ruler's  Son. 

10. 

Miracles  of  Jesus  at  Capharnaum. 

11. 

The  Sermon  on  the  Mount. 

12. 

The  Miraculous  Draught  of  Fishes. 

13. 

Return  to  Capharnaum — Cure  of  the  Paralytic.  The 

Call  of  St.  Matthew. 

14. 

Messengers  of  St.  John  the  Baptist. 

Catechism. 

Kinkead  No.  2,  Lessons  1  to  37. 

Insist  on  accuracy  and  intelligent  enunciation. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 

Subjects  from  other  grades.  The  goodness  of  God  shown 
in  His  Sacraments,  (a)  Baptism,  (b)  Penance,  (c) 
Holy  Eucharist.  The  Mass.  How  the  Sacramentals  re- 
mind us  of  the  truths  of  religion,  (a)  Sign  of  Cross. 
(b)  Holy  Water,  (c)  Blessed  Candles,  (d)  Crucifix, 
Scapulars. 

(2)  To  teach  and  to  train  in  obedience  to  the  law  of  God  and 

to  parents  and  superiors. 
The  Examination  of  Conscience.    Fighting  temptation. 
The  Commandments  of  God.    The  Evil  of  Sin.  The 
Occasions  of  Sin.    Selecting  good  companions.  Fidelity 
in  prayer.    Confession  and  Communion. 

(3)  To  teach  and  to  train  in  important  virtues. 

16 


Devotion  to  parents.  Truthfulness  and  honesty.  Polite- 
ness. Good  behaviour  in  Church  on  the  street  and  at 
home.  Generosity.  Gratitude  to  benefactors  and  to 
God,  the  Giver  of  all  good  gifts.    Personal  honor. 

Note:  1.  In  teaching  English  prayers  the  psalms  "Out  of  the 
Depths"  and  1 'Magnificat"  need  not  be  learned  by  heart.  The  children 
are  to  become  familiar  with  them  through  frequent  use  in  the  class  room. 

2.  Beginning  in  this  grade  teachers  presenting  the  "Public  Life  of 
Our  Lord,"  should  accompany  lessons  with  the  general  geographical 
knowledge  of  Palestine,  its  political  divisions,  the  Lake  of  Genesareth, 
cities  blessed  by  the  presence  of  Christ,  approximate  distances,  etc., 
so  that  the  mention  of  names  will  recall  an  intelligent  idea  of  locations 
and  of  the  circumstances  which  made  them  famous. 

RELIGION 
Grade  VI 

Approximate  time  150  minutes  per  week 

Prayers. 

Review  English  prayers  of  preceding  grades. 

Rosary,  Litany  of  Blessed  Virgin,  Prayer  for  the  dying. 

Latin — Pater  Noster,  Ave  Maria,  Credo. 

Ejaculations. 

"Sweet  Sacrament  we  Thee  adore, 
O  make  us  love  Thee  more  and  more." 

Old  Testament. 

Review  work  of  previous  grades  by  topics. 
I .    Kingdom  of  Juda. 
II.    Kingdom  of  Israel. 

Kingdom  destroyed  by  Salmanasar,  King  of  Assyria. 

III.  Elias,  Eliseus,  Tobias,  Jonas. 

IV.  Prophets. 

(a)  Were  men  acting  by  divine  inspiration. 

(b)  Foretold  events  and  warned  of  Divine  Judgments. 

1.  Four  Major  Prophets. 

(a)  Isaias  prophesied. 

The  Virginity  of  the  Mother  of  Christ. 

Our  Lord  a  Man  of  Sorrows. 
(6)  Jeremias  prophesied: 

Conversion  of  Gentiles. 

(c)  Ezechiel  prophesied: 

Our  Lord  would  unite  Jews  and  Gentiles. 

(d)  Daniel  prophesied: 

Advent  of  the  Messiah.  70  weeks  of  years. 
Destruction  of  Jerusalem  and  Temple. 

2.  Twelve  Minor  Prophets. 

Jonas,  Osee,  Abdias,  Micheas,  Nahum,  Amos, 
Joel,  Sophonias,  Habacuc,  Aggeus,  Zacharias,  Mala- 
chias. 


17 


New  Testament. 


Review  work  of  previous  grades  by  topics. 

Second  Year  of  Our  Lord's  Public  Life. 

1.  Heals  the  Cripple  at  the  Pool  of  Bethsaida. 

2.  Seven  Parables  of  the  Kingdom  of  God: 

(a)  The  Sower. 
(6)  The  Cockle. 

(c)  The  Mustard  Seed. 

(d)  The  Leaven. 

(e)  The  Hidden  Treasure. 

(f  )  The  Pearl  of  Great  Price, 
(g)  The  Draw-net. 

3.  Choice  of  the  Twelve  Apostles. 

4.  The  Leper. 

5.  Mary  Magdalen  at  Simon's  Banquet. 

6.  Healing  of  the  Centurian's  Servant. 

7.  Raising  of  the  Widow's  Son  at  Nairn. 

8.  Jairus'  Daughter. 

9.  Christ  stills  the  Tempest. 

10.  Death  of  St.  John  the  Baptist. 

11.  Multiplication  of  the  Loaves. 

12.  Jesus  Walks  on  the  Sea. 

13.  Promise  of  the  Blessed  Sacrament. 


Catechism. 

Kinkead's  No.  2.    All  lessons. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  children. 

Subjects  selected  from  previous  grades.  Studies  from 
Our  Lord's  life  on  earth.  The  Mass  with  an  explanation 
on  principal  parts.    High,  Low,  Solemn,  Requiem. 

The  Sacraments  of  Extreme  Unction  and  Holy  Orders. 

Vocation  to  the  priesthood  and  the  religious  life. 

Devotion  to  the  Rosary  of  the  Blessed  Virgin. 

(2)  To  teach  and  to  train  in  obedience  to  the  law  of  God  and 

to  parents  and  superiors. 
How  conscience  guides.    The  evil  of  sin.    Seven  deadly 
sins.    Prayer  in  time  of  temptation.  Value  of  frequent 
Confession  and  Holy  Communion. 

(3)  To  teach  and  to  train  in  important  virtues. 
Christian  character. 

Fidelity  to  duty.   Self  Control.   Charity  in  conversation. 
Charity  ennobles  character.    The  Cardinal  Virtues. 
Honesty  and  Truthfulness.    Honor.  Effort. 

Note:  The  Litany  of  the  Blessed  Virgin  and  Prayers  for  the  dying 
need  not  be  memorized.  Children  are  to  become  familiar  with  them 
through  hearing  them  frequently  in  the  class  room. 

18 


RELIGION 


Grade  VII 

Approximate  time  150  minutes  per  week 

Prayers. 

Review  prayers  of  preceding  grades. 

English— "Soul  of  Christ,"  etc. 

Latin — Pater  Noster,  Ave  Maria,  Credo,  Confiteor. 

Old  Testament. 

Review  work  of  previous  grades  by  topics. 

I.  The  Babylonian  Captivity. 

1.  Nebuchodonosor  marches  several  times  against  Jerusalem. 

2.  City  and  Temple  destroyed.  People  carried  into  captivity. 

3.  Sacred  Vessels  taken  to  Babylon.    Jeremias  allowed 

remain  in  Jerusalem. 

4.  Jews  treated  kindly  by  the  Babylonians. 

5.  Vision  of  Dry  Bones;  its  meaning. 

6.  Nebuchodonosor 's  dream  explained  by  Daniel. 

7.  Three  young  men  in  the  Fiery  Furnace. 

8.  Baltassar's  Feast.    The  Handwriting  on  the  Wall. 

9.  Darius  takes  Babylon  and  divides  the  Kingdom. 
10.    Daniel  in  the  lion's  den.  Habacuc. 

II.  Return  from  Captivity  after  70  years. 

1.  Forty  thousand  under  Zorobabel  return  to  Jerusalem. 

2.  Cyrus  restores  the  sacred  vessels. 

3.  Foundation  of  the  new  Temple  in  Jerusalem. 

4.  Samaritans  try  to  prevent  building  of  walls. 

5.  The  Story  of  Esther. 

6.  The  Story  of  Judith. 

III.  Alexander  the  Great  destroys  the  Persian  Empire. 

1.  Jews  pass  under  the  Greek  rule. 

2.  Evil  times  befall  the  Jews  under  Syrians. 

3.  Septuagint  translated  into  Greek. 

4.  Martyrdom  of  Eleazer. 

5.  Exploits  of  Judas  Machabeus  and  his  brothers. 

6.  Seven  Machabees. 

7.  Jews  under  Romans. 

8.  Herod,  a  stranger,  placed  on  the  throne. 

9.  Prophecy  of  Jacob  accomplished. 
10.  Birth  of  our  Lord  Jesus  Christ. 

New  Testament. 
I.    Third  Year  of  Our  Lord's  Public  Life. 

1 .  The  Canaanite  woman. 

2.  The  Primacy  Conferred  on  Peter. 

3.  The  Deaf  and  Dumb. 

4.  The  Feeding  of  the  Four  Thousand. 

5.  The  Transfiguration. 

6.  Jesus  Blesses  Children. 

7.  The  Unforgiving  Servant. 

8.  Jesus  Teaches  in  the  Temple. 

19 


9.    The  Lost  Sheep. 

10.  The  Prodigal  Son. 

11.  The  Mission  of  the  Seventy-Two. 

12.  The  Good  Samaritan. 

13.  The  Cure  of  the  Blind  Man. 

14.  The  Ten  Lepers. 

15.  The  Publican  and  the  Pharisee. 

16.  The  Rich  Young  Man. 

17.  The  Laborers  of  the  Vineyard. 

18.  The  Resurrection  of  Lazarus. 

19.  The  Jews  seek  to  kill  Jesus. 

20.  Conversion  of  Zacheus. 

21.  Mary  Magdalen  at  the  Feet  of  Jesus. 

22.  Events  of  Holy  Week : 

Sunday. 

(a)  Triumphal  Entry  of  Our  Lord  into  Jerusalem. 

(b)  Jesus  weeps  over  Jerusalem. 

(c)  Our  Lord  visits  the  Temple. 

(d)  In  the  evening  returned  to  Bethania  with  the  Twelve. 
Monday. 

(a)  Jesus  leaves  Bethany  for  Jerusalem. 

(b)  Curses  the  Fruitless  Fig  Tree. 

(c)  Drives  the  Buyers  and  Sellers  from  the  Temple. 
Tuesday. 

(a)  Journey  from  Bethany  to  Jerusalem. 

(b)  Jesus  enters  the  Temple.  His  authority  is  questioned. 

(c)  He  speaks  against  the  priests  and  the  scribes. 

(d)  The  Widow  at  the  Treasury. 

(e)  Discourse  to  the  Apostles  on  the  Mount  of  Olives. 
Wednesday. 

(a)  Judas  agrees  to  betray  the  Master. 

(b)  Called  "Spy  Wednesday." 
Thursday. 

(a)  The  Paschal  Supper. 

(b)  Jesus  points  out  the  Traitor. 

(c)  Our  Lord  washes  His  Disciples'  Feet. 

(d)  The  Institution  of  the  Blessed  Sacrament. 

(e)  Jesus  promises  to  send  the  Paraclete. 

(/)  Our  Lord  goes  forth  with  His  Disciples  to  Mount 
Olives. 

(g)  The  Agony  in  the  Garden. 

(h)  Jesus  is  betrayed  by  Judas. 
Night  of  Thursday.  Friday. 

(a)  Jesus  is  led  bound  to  Annas  and  Caiphas. 
(6)  Peter's  Denials. 

(c)  Jesus  condemned  by  the  Sandhedrim. 

(d)  He  is  led  to  Pontius  Pilate. 

(e)  Led  before  Herod. 

(J)  Barabbas  preferred  to  Jesus. 

(g)  Jesus  is  scourged  and  crowned  with  thorns. 

(h)  Pilate  says,  "Behold  the  Man!" 

(i)  Jesus  is  led  away  to  be  crucified. 
(j)  The  Seven  Last  Words. 

20 


(k)  Signs  that  follow  the  Death  of  Jesus. 
(/)  The  Side  of  Jesus  opened  with  a  Spear. 
(m)  Jesus  taken  down  from  the  Cross. 
(n)  The  Sepulchre  made  sure. 
II.    The  Risen  Life  of  Our  Lord. 

1.  Morning  at  the  Sepulchre. 

The  Holy  Women  came  to  complete  the  embalming  of  our 
Lord's  body. 

Peter  and  John  told  by  Mary  Magdalen  came  running  with 
all  speed. 

2.  Apparitions  on  Easter  Day. 

(a)  To  Mary  Magdalen.    Jesus  bade  her  go  to  say  to  His 

disciples,  "I  ascend  to  My  Father,"  etc. 

(b)  To  the  Holy  Women  who  had  the  privilege  of  kissing  our 

Lord's  Sacred  Feet.  He  gave  them  the  message,  "Go  tell 
My  brethren,"  etc. 

(c)  To  Simon  Peter  alone. 

(d)  To  two  Disciples  going  to  Emmaus. 

(e)  To  the  Apostles,  Thomas  absent.  He  gave  them  the  power 

to  forgive  sin. 

3.  Apparitions  from  Easter  Day  to  the  Ascension. 

(a)  To  the  Apostles  in  Jerusalem,  Thomas  present. 
In  Galilee — 

(b)  To  the  seven  disciples  who  had  spent  the  night  fishing.  St. 

Peter  appointed  chief  Pastor. 

(c)  On  the  mountain  which  our  Lord  Himself  had  indicated. 

The  eleven  were  present.  The  Apostles  commissioned  to 
preach  and  baptize. 

(d)  To  500  brethren  mentioned  by  St.  Paul. 

(e)  To  St.  James,  but  the  place  is  a  matter  of  conjecture. 
(J)  To  all  the  Apostles  in  the  upper  room. 

(g)  On  Mount  Olivet  (Ascension  Day).  Lifting  up  His  hands, 
He  rose  from  their  sight  and  slowly  disappeared  in  a 
cloud  "and  was  carried  up  to  Heaven  where  He  sitteth 
on  the  right  hand  of  God." 

Catechism. 

Kinkead's  Catechism  No.  3,  Lessons  1  to  16  inclusive. 
Questions  to  be  treated  as  explanatory. 

Introductory  Chapters.    Questions  28,  32,  68,  123,  124,  125. 
Chapter  1,  Questions  128,  129,  138,  139,  146,  147,  148,  149,  178,  179. 
Chapter  3,  Questions  200. 

Chapter  4,  Questions  215,  220,  221,  222,  228,  229. 
Chapter  5,  Questions  234,  235,  237,  240,  244,  245,  247,  254,  260,  261, 
273. 

Chapter  6,  Questions  286,  288,  292,  297,  299,  301,  303,  307,  310,  312. 
Chapter  7,  Questions  320,  326,  327,  328,  331,  346,  347,  352,  358, 

359,  361,  362,  263,  364,  366. 
Chapter  8,  Questions  371,  372,  374,  376,  377,  386,  387,  390,  408,  409. 
Chapter  9,  Questions  416,  421,  429,  432,  441,  448,  449. 
Chapter  10,  Questions  452,  454,  464,  470,  473,  481. 
Chapter  11,  Questions  511,  514,  515. 
Chapter  12,  Questions  529,  533,  538,  545,  555,  556. 

21 


Chapter  13,  Questions  580,  581,  588,  597,  603,  604,  614,  615,  616, 
617,  619. 

Chapter  14,  Questions  624,  626,  630,  634,  636,  640,  648,  649,  656,  659, 

661,  664,  667. 
Chapter  15,  Questions  672,  673,  680,  690,  693,  695. 
Chapter  16,  Questions  705,  710,  712,  713,  714,  717,  718. 
Questions  in  heavy  type  are  to  be  memorized  by  pupils. 
Questions  selected  above  are  to  be  explained  and  presented  to  be 
read  by  pupils. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  the  love  of  God  in  the  hearts  of  pupils. 

Talks  on  our  Lord's  Public  Life.  His  Passion  and  His 
Death.  Our  Lord's  goodness  to  us  in  establishing  a 
Church.  The  privilege  of  Faith  and  of  Membership  in 
the  Church.  The  marks  by  which  we  know  the  true 
church  of  Christ.  Attributes  of  Church.  The  au- 
thority in  the  Church,  The  Holy  Father,  the  Bishop,  the 
Parish  Priest. 

(2)  To  teach  and  to  train  in  obedience  to  the  law  of  God  and 

to  parents  and  to  superiors. 
How  to  examine  conscience.    The  obligation  to  obey  the 
Commandments  of  the  Church .   Prayer  sin  time  of  temp- 
tation.   Avoiding  occasions  of  sin. 

(3)  To  teach  and  to  train  in  important  virtues. 
Christian  character.    Personal  honor. 

Talks  on  Industry,  Love  of  one's  work.    The  glory  of 
being  humble  and  obedient.    Modesty  in  behaviour  and 
speech.    Respect  for  elders  and  for  representatives  of 
Church  and  State.    Serious  interest  in  one's  vocation. 
Note :  The  pupil  should  not  be  required  to  memorize  all  the  answers 
required  in  the  work  in  catechism.    The  heavy  typed  questions  must  be 
learned  by  heart.    The  teacher  is  free  to  select  a  few  of  the  more  im- 
portant questions  and  to  require  the  pupils  to  memorize  them.   The  child 
is  to  learn  the  idea  of  the  text,  not  merely  the  words. 

RELIGION 
Grade  VIII 

Approximate  time  150  minutes  per  week. 

Prayers. 

General  Review.    Oral  and  written  review  of  prayers  taught  in  pre- 
ceding grades. 

I.    English — Short  Act  of  Reparation  to  Sacred  Heart. 
Prayer  to  Patron  Saint. 
II.    Latin   — Pater  Noster,  Ave  Maria,  Confiteor,  Credo,  Credo  and 
Gloria  of  Mass. 

Old  Testament. 

1.  The  Seven  Machabees.  Judas  Machabeus.  The  Sceptre  passes 
from  Judah.  Promises,  types  and  chief  Prophecies  relating 
to  the  Messiah. 


22 


Church  History. 
I.  General. 

(a)  The  founding  of  the  Church. 

(b)  The  cause  of  the  persecutions.    The  most  illustrious  mar- 
tyrs. 

(c)  The  heresies.    How  they  arose. 

(d)  Constantine. 

(e)  Crusades.    Purpose  and  General  Results. 
(/)  Protestantism. 

(g)  Council  of  Trent  and  Vatican. 

(h)  Leo  XIII. 
($)  PiusX. 

(;)  New  Legislation. 
(AO  Benedict  XV. 
(/)  Pius  XI. 
II.    The  Church  in  the  United  States: 

(a)  Early  Missions. 

(b )  Church  in  the  Colonial  Period. 

(c)  Catholics  in  the  Revolution. 

(d)  Ecclesiastical  provinces  in  the  United  States. 

(e)  Archdiocese  of  Boston. 

1.  Early  History. 

First  public  Mass  in  Boston — School  Street  Church, 
November  2,  1788. 

2.  First  Catholic  Pastor  of  Boston,  Rev.  John  Thayer, 

1790-1791. 

3.  Early  Priests,  Fathers  Matignon,  Ciquard. 

4.  Bishops,  Cheverus,  1808-1823;  Fenwick,  1825-1846; 

Fitzpatrick,  1846-1866;  Archbishop  Williams,  1866- 
1907;  Cardinal  O'Connell,  1907. 

5.  First   Cathedral,  Franklin   Street,  ground  broken 

March  17,  1800.    Cathedral,  1808. 

6.  Growth  and  Development. 

Catechism. 

Text  suggested,  Kinkead's  Book  III.    Chapters  17  to  the  end. 
Chapter  17,  Questions  724,  727,  728,  732,  737,  740,  742,  743,  745, 
746,  747. 

Chapter  18,  Question  754,  763,  772,  775. 

Chapter  19,  Questions  778,  779,  783,  784,  794,  797,   808,   809,  812, 

814,  815,  817,  818,  821,  823,  824. 
Chapter  20,  Questions  827,  831,  834,  836. 

Chapter  21,  Questions  850,  851,  852,  854,  857,  862,  864,  867. 
Chapter  23,  Questions  899,  902,  911,  914,  915. 
Chapter  24,  Questions  924,  928,  939,  941,  942,  943,  955. 
Chapter  25,  Questions  958,  965,  966,  968,  972,  976,  977,  982,  983, 
995,  1000. 

Chapter  26,  Questions  1010,  1012,  1016,  1017,  1020,  1021,  1022, 

1029,  1030,  1041,  1042, 1045,  1046,  1048,  1051. 
Chapter  27,  Questions  1065,  1073,  1076,  1081,  1082,  1084,  1085, 

1086,  1087,  1090,  1094,  1095,  1096. 
Chapter  28,  Questions  1102,  1103,  1108,  1110,  1120,  1122,  1123. 
Chapter  29,  Questions  1133,  1136,  1137,  1138. 

23 


Chapter  30,  Questions  1154,  1157,  1168,  1175,  1176,  1178,  1184. 
Chapter  32,  Questions  1229,  1233,  1234,  1235,  1247. 
Chapter  33,  Questions  1258,  1266,  1272. 
Chapter  35,  Questions  1335,  1336,  1341,  1347. 
Chapter  36,  Questions  1351,  1362,  1363,  1369. 
Chapter  37,  Questions  1384,  1398. 

Questions  in  heavy  type  are  to  be  memorized  by  pupils. 
Questions  selected  above  are  to  be  explained  and  presented  to  be 
read  by  pupils. 

Suggestions  for  Instructions. 

Aims:  (1)  To  increase  love  of  God  in  hearts  of  pupils. 

God's  love  manifested  in  foundation  of  Church.  The 
Sacraments  a  manifestation  of  God's  generosity.  The 
Power  of  Grace.  God's  Providence  in  guiding  His 
Church  from  the  beginning. 
The  lessons  of  God's  Providence  in  the  History  of  the 
Church.  Our  duty  to  show  appreciation  by  loyal  and 
generous  support  of  Church  and  Schools. 

(2)  To  teach  and  to  train  in  obedience  to  law  of  God  and  to 

parents  and  to  superiors. 
Conduct  after  graduation.  The  will  power  to  obey 
conscience.  The  determination  to  follow  Christian 
standards.  Sin  the  evil  of  life.  How  Catholics  fight 
sin  and  avoid  sin.  Responsibility  of  individual  to 
family,  to  the  Church,  to  his  country,  to  its  government 
and  its  laws. 

(3)  To  teach  and  to  train  in  important  virtues. 

Self  Respect.  The  Value  of  the  Soul.  The  Dignity  of 
the  Christian.  Industry.  Truthfulness.  Honesty. 
Self  improvement  in  Christian  character  aided  by 
prayer,  the  sacraments,  spiritual  reading:  (a)  The  New 
Testament,  (b)  The  Following  of  Christ,  (c)  Catholic 
books  and  papers. 

Serious  interest  in  one's  vocation. 


APPENDIX  L 

NOTES  ON  GEOGRAPHY  OF  PALESTINE 

Since  the  time  when  our  Blessed  Lord  and  Saviour  Jesus  Christ  lived 
on  earth,  the  whole  Christian  world  loves  the  beautiful  land  of  Palestine. 
So  Christian  children  should  learn  all  about  the  holy  places  sanctified 
by  our  Lord's  life  and  miracles. 

1.  Location. 

(a)  North  of  Arabia  bordering  on  the  Mediterranean  Sea. 
(6)  In  the  center  of  the  civilized  workd  known  to  the  ancients. 
(c)  Surrounded  by  civilized  countries,  viz.,  Assyria,  Babylon, 
Phoenicia,  Egypt,  Greece,  Italy. 

24 


2.  Divisions. 

In  the  time  of  Christ,  Palestine  was  divided  into  four  provinces; 
three  west  of  the  Jordan  and  one  east  of  it.  The  western  prov- 
inces were  Galilee,  Samaria,  and  Judea;  Perea  was  on  the  east. 

3.  Names. 

(a)  Oldest  name  Chanaan-from  Chanaan,  fourth  son  of  Cham, 

and  ancestor  of  the  Chanaanites,  who  occupied  all  the  land 
west  of  the  Jordan. 

(b)  Land  of  Israel — it  was  inhabited  by  the  descendants  of  Jacob 

or  Israel. 

(c)  Land  of  Juda — from  the  time  of  David  and  Solomon  onwards, 

the  tribe  of  Juda  was  important. 

(d)  Land  of  Promise — promised  by  God  to  the  Patriarchs  as 

their  dwelling  place. 

(e)  Palestine — first  meant  to  designate  the  territory  of  the 

Philistines,  was  later  given  to  the  whole  country  by  the 
Greeks  and  Romans. 
(J)  Holy  Land — by  Christians  because  it  was  the  scene  of  our 
Lord's  life,  sufferings  and  death. 

4.  Boundaries. 

(a)  North — Syria  and  Phoenicia. 
(6)  East — Arabian  Desert. 

(c)  South — Wilderness  of  Sinai. 

(d)  West — Mediterranean  Sea. 

5.  Extent. 

(a)  Length — 150  miles. 

(b)  Breadth— 125  miles. 

(c)  Area — About  12,000  miles,  equal  to  Massachusetts  and  Con- 

necticut. 

6.  Surface. 

(a)  A  "land  of  hills  and  plains." 
(6)  Level  in  the  west  and  high  in  the  center. 
(c)  The  Dead  Sea  and  the  lower  valley  of  the  Jordan  are  more 
than  1300  ft.  below  the  level  of  the  sea. 

7.  Mountains. 

(a)  Lebanon  Mts. — celebrated  for  their  cedars. 

(b)  Carmel  on  which  the  disciples  of  Elias  were  succeeded  by 

the  holy  religious  to  whom  the  mountain  gives  name. 

(c)  Thabor — glorified  by  the  Transfiguration. 

(d)  Calvary — the  world's  most  sacred  places — scene  of  our 

Saviour's  death. 

8.  Drainage. 

(a)  The  Jordan  River,  the  chief  river,  rises  on  Mt.  Hermon, 
flows  south  through  Lake  Merom  and  the  beautiful  Lake  of 
Genesareth  into  the  Dead  Sea.  Owing  to  the  rapid  slope 
of  land,  it  flows  quickly  and  contains  about  30  waterfalls. 
It  is  not  navigable. 

25 


(b)  Lake  of  Genesareth,  the  finest  sheet  of  fresh  water  in  Pales- 

tine, is  fourteen  miles  long  and  six  miles  broad  and  is 
liable  to  sudden  and  violent  storms.  In  our  Saviour's 
time  its  shores  were  lined  with  prosperous  villages  which 
He  frequently  visited. 

(c)  Lake  Merom — ten  miles  north  of  Galilee.    Its  waters  are 

fresh  and  full  of  fish.  It  covers  an  area  of  nine  square 
miles. 

(d)  The  Dead  Sea,  1300  ft.  below  the  level  of  the  sea,  forty-seven 

miles  long  and  ten  miles  wide,  covers  the  site  of  the  wicked 
cities  of  the  plain.  It  is  shut  in  by  high,  barren  walls  of 
rock  and  is  justly  called  the  Dead  Sea,  as  no  vegetation  is 
visible  anywhere  near  it. 

9.  Climate. 

(a)  Mild  and  healthful. 

(b)  Only  two  seasons  mentioned  in  Holy  Scripture. 

10.  Places  of  Interest. 

(a)  Jerusalem — made  sacred  by  our  Lord's  sufferings  and 
death,  is  situated  in  the  northern  part  of  Judea. 

(6)  Bethlehem — the  birthplace  of  Christ,  lies  two  hours'  journey 
to  the  south  of  Jerusalem. 

(c)  Jericho — a  very  ancient  city  of  the  kings  of  Chanaan,  is 

northeast  of  Jerusalem,  at  some  distance  from  the  Jordan, 
was  miraculously  captured  by  Josue. 

(d)  Bethel — the  place  where  Jacob  saw  the  ladder  from  Heaven,  is 

four  and  a  half  hour's  journey  north  of  Jerusalem. 

(e)  Nazareth — lies  on  a  hill  in  southern  Galilee,  southwest  of  the 

Lake  of  Genesareth. 

(/)  Cana — Where  our  Lord  wrought  His  first  miracle,  is  located 
north  of  Nazareth. 

(&)  Capharnaum — our  Saviour's  favorite  town,  was  on  the  north- 
west side  of  the  Lake  of  Genesareth.  Every  trace  of  it  has 
disappeared. 

(h)  Sichem — mentioned  as  early  as  the  time  of  Abraham  and 
Jacob,  is  situated  in  the  central  part  of  Samaria.  It 
was  selected  by  Jeroboam  as  the  capital  of  the  new  kingdom 
of  Israel. 

11.  Government. 

(a)  After  the  capture  of  Jerusalem  by  the  Mohammedans  in 

638,  the  Christians  in  the  East  were  protected  by  the 
power  of  Charlemagne. 

(b)  Charlemagne's  death  in  814  was  the  signal  for  renewed 

persecution  which  continued  for  400  years. 

(c)  In  1099,  Jerusalem  was  taken  from  the  Mohammedans  by 

the  heroic  efforts  of  the  Crusaders.  After  a  short  period, 
Palestine  fell  again  into  their  hands. 

(d)  Jerusalem  was  taken  by  the  British  under  General  Allenby 

on  Dec.  9,  1917. 

N.B. — In  teaching  the  Bible  History  be  not  content  with  the  use 
of  wall-maps  only.    Have  the  pupils  sketch  their  own  but  do  not 

26 


look  for  exact  detail.  Splendid  directions  for  drawing  the  map  of 
Palestine  will  be  found  in  "A  Handbook  for  Teachers," — The  Dolphin 
Press. 


APPENDIX  H. 
SPECIMEN  OUTLINES  FOR  SPECIAL  STUDIES 

A.   THEfHOLY  MASS.— DEFINITION. 
L   The  First  Part  of  the  Mass. 

1.  Sign  of  the  Cross. 

2.  Forty-second  Psalm,  "Judica  me  Deus." 

3.  Confiteor.    It  consists  of  two  parts. 

4.  Oremus:  The  priest  asks  the  people  to  unite  with  his 

intentions. 

5.  Prayer  said  ascending  the  altar  steps. 

6.  Priest  kisses  the  altar  out  of  reverence  to  the  relics 

of  the  martyrs. 

7.  Introit:  The  priest  makes  the  Sign  of  the  Cross  as 

he  begins  it. 

8.  Kyrie  Eleison,  a  Greek  word. 

9.  Gloria  in  Excelsis  Deo — omitted  in  time  of  mourning. 

10.  Collect. 

11.  Epistle.    A  reading  from  Scripture  taken  from  the 

Epistles,  Ecclesiastes  or  Book  of  Wisdom. 

12.  Gradual  consists  of  a  few  verses  from  the  Psalms. 

13.  Tract  is  added  to  the  Gradual  when  the  Allelulia  is 

omitted,  therefore,  peculiar  to  penitential  seasons. 

14.  Sequence.    The  following  are  the  Sequences  now  used 

in  the  Mass : 

(a)  Victimae  Paschali  for  Easter  Sunday  and  oc- 

tave. 

(b)  Veni  Sancte  Spiritus  for  Pentecost. 

(c)  Lauda  Sion  for  Corpus  Christi. 

(d)  Dies  Irae  used  in  Masses  for  the  Dead. 

(e)  Stabat  Mater  for  Feast  of  Seven  Dolors. 

15.  The  Munda  Cor  Meum,  just  before  the  Gospel.  Dur- 

ing its  recitation  the  book  is  changed. 

16.  Gospel  read  at  the  right  hand  side  of  the  altar. 

17.  Nicene  Creed  proper  to  the  Mass  of — 

(a)  Sundays. 

(b)  Feasts  of  our  Lord  and  the  Blessed  Virgin. 

(c)  Feasts  of  Apostles  and  Doctors. 

(d)  Feasts  of  All  Saints  and  Guardian  Angels. 

(e)  All  doubles  of  First  Class. 

(/)  St.  Mary  Magdalen  alone  among  the  female 
Saints  has  the  honor  of  a  Credo. 

II.   Second  Part  of  the  Mass. 

1.    Offertory: — The  word  is  now  used  in  two  senses — 

(a)  The  prayer  which  the  priest  reads  imme- 
diately after  the  Creed  called  in  the  Missal 
"The  OfTertorium." 
27 


(6)  All  that  takes  place  at  the  altar  from  "The 
OfTertorium"  to  the  end  of  the  oblation  of  the 
bread  and  wine. 
The  prayer  consists  of  a  verse  from  the  Psalms. 

2.  Oblation  of  the  Host.    "Accept  O  Holy  Father,"  etc. 

3.  Oblation  of  the  Chalice— "We  offer  Thee,"  etc. 

4.  Lavabo — The  washing  of  the  fingers  is  a  sign  of  perfect 

cleansing  of  the  heart  for  the  worthy  celebration  of 
the  Mass. 

5.  Orate  Frates — Pray  Brethren. 

6.  Secret — said  in  a  low  voice,  the  number  corresponds  to 

the  number  of  Collects. 

7.  Preface  serves  as  an  introduction  to  the  Canon. 
There  are  several  prefaces  in  use. 

(a)  The  Common  Prefaces  used  on  ordinary  days. 

(b)  The  Preface  for  the  Nativity  used  from 

Christmas  till  the  Epiphany,  except  on  the 
Octave  of  St.  John  the  Evangelist,  when  a 
special  one  is  used,  that  of  the  Apostles. 
This  Preface  is  also  said  on  the  Feast  of 
Corpus  Christi,  Feast  of  the  Transfigura- 
tion, Feast  of  the  Holy  Name  and  in  Masses 
of  the  Blessed  Sacrament. 

8.  Sanctus.    All  Prefaces  end  with  "Holy,  Holy,"  etc. 

The  bell  rung  fixes  the  attention  of  the  people. 


Third  and  Most  Solemn  Part  of  the  Mass — from  the  Preface 
to  the  Pater  Noster. 

1.  Canon — Most  solemn  part  of  the  Mass,  read  entirely  in 

secret. 

The  five  prayers  before  the  Consecration  are: — 

(a)  "Te  Igitur,"  prayer  for  the  Pope,  Bishop  and 

Clergy,  for  all  those  present. 

(b)  Memento  for  the  Living.    During  the  prayer 

the  priest  prays  for  the  living. 

(c)  " Communicant es" — This   prayer   puts  the 

priest  in  communication  with  Saints  in 
Heaven. 

(d)  "Hanc  Igitur."    The  priest  spreads  his  hands 

over  the  oblation  and  the  bell  is  rung  to 
warn  the  faithful  that  the  Consecration  is 
near. 

(e)  "Quam  Oblationem. ' '    During  this  prayer  five 

crosses  are  made  over  the  oblation. 

2.  The  Consecration  of  the  Host. 

The  Priest  takes  the  bread  and  blesses  it,  bows  down 
and  says  the  words  of  Christ  ("This  is  My  Body," 
etc.) 

By  these  words  the  bread  is  consecrated. 

The  priest  adores  the  Sacred  Host  and  then  elevates 

it  for  the  people  to  adore. 
The  bell  rings  a  second  time. 
28 


He  places  the  Sacred  Host  on  the  corporal  and  adores. 
The  bell  rings  the  third  time. 
3.    Consecration  of  the  Chalice. 

The  Priest  takes  the  wine,  blesses  it,  bows  down  and 

says  the  words  of  Christ,    ("This  is  My  Blood," 

etc.) 

The  Priest  adores.  The  bell  rings  for  the  first  time. 
He  elevates  as  before.  The  bell  rings  a  second  time. 
He  places  the  Chalice  on  the  corporal.    The  bell  rings 

a  third  time. 
The  five  prayers  after  the  Consecration: 

(a)  "Unde  at  Memores,"  Wherefore  O  Lord,  we 
Thy  servants. 

(6)  "Supra  quae  propitio, ' '  Upon  which  vouchsafe. 

(c)  "Supplices  te  rogamus,"  We  most  humbly  be- 

seech Thee. 

(d)  The  Memento  of  the  Dead.    Be  mindful,  O 

Lord. 

(e)  "Nobis  quoque  peccatoribus,"  And  to  us 

sinners. 

IV.   Fourth  Part  of  the  Mass — from  the  Pater  Noster  to  the  end  of 
Mass. 

1.  Pater  Noster — "Instructed  by  Thy  saving  precepts," 

etc. 

The  Priest  wipes  the  paten  with  the  purificator.  Then 
holding  the  Host  he  recites  the  "Libera  Nos." 

The  Priest  uncovers  Chalice  and  genuflects.  He 
breaks  the  Host  over  the  Chalice  into  two  equal 
parts,  saying — "Through  Christ  our  Lord." 

2.  Agnus  Dei — The  Priest  strikes  his  breast  at  each  repe- 

tition of  the  prayer. 

3.  The  Pax — The  Priest  recites  three  prayers. 

4.  Communion  of  the  Priest — I  will  take  the  Break  of 

Heaven,"  etc. 

5.  Communion  of  the  people. 

6.  The  Ablutions. 

7.  The  Communion. — This  is  a  verse  from  the  Psalms  read 

at  the  Epistle  side  of  the  Altar. 

8.  The  Post  Communion. — A  prayer  immediately  follow- 

ing the  Communion. 

9.  St.  John's  Gospel. 


SACRAMENT  OF  BAPTISM. 
I.  Definition. 

1.  Doctrinal  Meaning:  Baptism  is  a  sacrament  which 

cleanses  us  from  original  sin,  makes  us  Christians, 
children  of  God  and  heirs  of  Heaven. 

2.  Word  Meaning:  From  Greek  "Baptize."    "I  plunge 

into  the  water,"  therefore  signifies  washing  or 
cleansing. 

29 


II.   Necessity  of  Baptism. 

1.  Taught  by  our  Lord  when  He  said,  "Amen,  amen,  I  say 

to  you,  unless  a  man  be  born  again  of  water  and  the 
Holy  Ghost,  he  cannot  enter  into  the  kingdom  of 
God." 

(St.  John  III,  5.) 

2.  No  one  can  be  saved  without  receiving  Baptism.  If  it  is 

impossible  to  have  Baptism  of  Water,  it  can  be  sup- 
plied by  that  of  desire  or  blood.  (Define  each  and 
give  examples.) 

HI.   Baptism  a  True  Sacrament.    It  contains  the  three  essentials  of 

a  Sacrament,  namely: 

1.  Outward  sign. 

2.  Inward  grace. 

3.  Institution  by  Christ. 

IV.   Outward  Sign. 

1.  Matter. 

(a)  Water. 

(b)  In  case  of  necessity,  natural  water,  otherwise  only 

baptismal  water  blessed  for  the  purpose  on 
the  eve  of  Easter  and  Pentecost. 

2.  Form. 

(a)  Words  used  while  pouring  the  water — "I  baptize 

thee  in  the  name  of  the  Father,  and  of  the  Son, 
and  of  the  Holy  Ghost." 

(b)  Unless  the  words  accompany  the  pouring,  the 
Baptism  is  invalid. 


V.   Inward  Grace. 

1.  Confers  sanctifying  grace. 

(a)  Washes  away  original  sin. 

(6)  In  addition  also  cleanses  the  soul  from  actual  sin. 

2.  Confers  sacramental  grace  by  giving  the  help  necessary 

to  secure  the  end  of  the  sacrament. 

3.  Imprints  an  indelible  character  on  the  soul — the  mark 

of  a  child  of  God. 


VI.  Institution. 

Scripture  Texts. 

(a)  "Unless  a  man  be  born  again  of  water  and  the  Holy 
Ghost  he  cannot  enter  into  the  Kingdom  of  God." 

—John  III,  5. 

(6)  "Going  therefore  teach  ye  all  nations,  baptizing 
them  in  the  name  of  the  Father  and  of  the  Son  and 
of  the  Holy  Ghost.— Matthew  XXVIII,  19. 


VII.  Minister. 

1.  Ordinary — bishop  or  priest. 

2.  Extraordinary. — In  case  of  necessity  anyone  who  has 

the  intention  of  doing  what  the  Church  does. 
30 


Vm.    The  Subject. 

1.  Any  living  being  not  yet  baptized. 

2.  Adults  to  receive  validly  must  consent. 

IX.  Effects. 

1.  The  remission  of  all  sin,  original  and  actual. 

"Be  baptized  and  wash  away  your  sins."  (Acts  V.,  16.) 

2.  The  infusion  of  sanctifying  grace  and  supernatural 

gifts  and  theological  virtues. 

3.  The  imprinting  of  a  spiritual  mark  on  the  soul  which 

remains  forever. 

4 .  Makes  us  members  of  the  Church . 

X.  Ceremonies. 

1.  A  profession  of  faith  and  renouncement  of  the  devil  to 
signify  our  worthiness. 

2.  The  placing  of  salt  in  the  mouth  to  signify  the  wisdom 
imparted  by  faith. 

3.  The  holding  of  the  priest's  stole  to  signify  the  strength 
given  by  the  Sacrament. 

4.  The  annointing  to  signify  the  strength  given  by  the 
Sacrament. 

5.  The  giving  of  the  white  garment  or  cloth  to  signify  our 
sinless  state  after  Baptism. 

6.  The  giving  of  the  lighted  candle  to  signify  the  light  of 
faith  and  fire  of  love  that  should  dwell  in  our  souls. 

Sponsors. 

1.  Name — Godfather  and  Godmother  because  they  take 
God's  place  in  seeing  to  the  spiritual  life  of  the  child. 

2.  Number — One  sponsor  suffices,  but  two  and  no  more 
may  be  admitted. 

3.  Duty — To  see  the  child  brought  up  in  the  Faith  and 
practise  of  Religion  if  the  parents  neglect  to  do  so  or 
die. 

4.  Conditions. 

(a)  Must  be  a  practical  Catholic. 

(b)  Must  be  appointed  by  the  child's  parents  or  the 
priest. 

(c)  Must  touch  the  child  at  the  Font. 
Promises. 

1.  They  consist  in  renouncing  Satan  and  all  his  works  and 
pomps. 

(a)  Works — all  sin. 

(6 )  Pomps — all  that  the  world  loves,  esteems  or  seeks. 

2.  In  living  according  to  the  life  and  maxims  of  Jesus  Christ. 
31 


XI. 


XII. 


APPENDIX  III. 


FACTS  IN  CHURCH  HISTORY 

I.  The  Church. 

1.  A  visible  society — the  kingdom  of  God  on  earth. 

2.  Our  Lord  Jesus  Christ  established  it  on  His  Apostles. 

3.  St.  Peter,  its  first  visible  head,  appointed  by  our  Lord. 

4.  With  the  Descent  of  the  Holy  Ghost  on  Whit  Sunday  the 

history  of  the  Church  began. 

5.  St.  Peter  converted  and  baptized  3000. 

6.  Its  object  is  to  lead  mankind  to  heaven  by  the  profession 

of  the  same  faith  and  the  use  of  the  same  sacraments. 

7.  The  growth  of  the  Church — the  most  striking  fact  in  the 

history  of  the  Church  is  its  rapid  and  widespread  growth 
through  the  first  three  hundred  years. 

(a)  Began  in  Judea,  afterwards  by  the  labors  of  the 

Apostles  spread  over  the  whole  world. 

(b)  Tradition  has  left  no  certain  knowledge  of  the  careers 

of  all  the  Apostles. 

(c)  St.  Peter  spread  the  faith  in  Palestine,  Asia  Minor 

and  finally  in  Rome  where  he  fixed  his  See  and 
was  martyred  under  Nero,  about  66  A. D. 

(d)  St.  Paul,  "the  great  Apostle  of  the  Gentiles"  evan- 

gelized cities  of  Asia  Minor,  Macedonia  and  Greece ; 
wrote  wonderful  Epistles.    Martyred  in  Rome. 

(e)  St.  John  became  Bishop  of  Ephesus,  was  banished  to 

the  island  of  Patmos  where  he  wrote  the  Apoca- 
lypse. 

(/)  St.  James,  brother  of  St.  John,  labored  in  Judea 
and  Apain.    Wrote  an  Epistle. 

(g)  St.  James  the  Less,  Bishop  of  Jerusalem,  called  the 
"just"  on  account  of  his  holiness. 

Qi)  St.  Andrew  labored  in  Southern  Russia.  Was  cruci- 
fied for  the  faith. 

(i)  St.  Philip  preached  the  Gospel  in  Asia  Minor. 

(/)  St.  Bartholomew  brought  the  Gospel  to  Armenia 
where  he  received  the  crown  of  martyrdom. 

(k)  St.  Thomas  preached  in  India. 

(/)   St.  Jude,  the  author  of  an  Epistle,  labored  in  Arabia. 

(m)  St.  Simon  labored  in  Egypt,  Northern  Africa  and 
Babylon. 

(«)  St.  Matthias  spread  the  faith  in  the  countries  south 
of  the  Caucasus. 

(o)  St.  Matthew,  the  Evangelist)  labored  in  the  coun- 
tries south  of  the  Caspian  Sea. 

II.   The  Persecutions. 

1.  Arose  from  the  opposition  of  the  corrupt  pagans  to  the 

doctrines  of  the  Church.  "Because  you  are  not  of  the 
world,  therefore,  the  world  hates  you." 

2.  Began  with  Nero,  64  A.D. — ended  with  Diocletian,  305  A.D. 

(a)  First  under  Nero — 64  A.D. 

32 


Christians  blamed  for  burning  Rome. 

St.  Peter  and  St.  Paul  suffered  martrydom. 

(b)  Seventh  under  Decius,  249  A.D. 

Directed  especially  against  bishops  and  priests. 
It  aimed  to  exterminate  the  Catholic  Church. 

(c)  Tenth  under  Diocletian— 303  A.D. 

This  period  called  the  "Age  of  Martyrdom." 

Executioners  were  weary  with  slaughter. 

The  Theban  Legion  together  with  their  commander, 

St.  Mauritius,  St.  Sebastian,  St.  Agnes,  St.  Lucy 

and  St.  Afru  suffered  martrydom. 

(d)  Other  martyrs  during  the  Persecutions  were: 

St.  Ignatius,  Bishop  of  Antioch. 

St.  Blandina,  a  Christian  slave. 

St.  Lawrence. 

The  Thundering  Legion. 
1.  Effects  of  the  Persecutions. 

(a)  The  Church  rose  up  with  undiminished  fervor. 
(6)  New  recruits  sprang  up  to  fill  ranks. 

(c)  The  blood  of  the  martyrs  became  the  seeds  of  the 

Church. 

(d)  The  conversion  of  Constantine,  312  A.D.  brought 

peace  to  the  Church. 

Heresies. 

A  heresy  is  a  denial  of  one  or  more  articles  of  faith. 

To  reject  an  article  of  faith  is  to  attack  the  infallible  authority 

of  the  Church. 
Chief  Heresiarchs. 

1.  Ariusy  an  apostate  priest,  denied  the  Divinity  of  Christ, 
St.  Anthanasius,  "Father  of  Orthodoxy"  defended  the 

Divinity  of  Christ. 
Condemned  at  the  First  Ecumenical  Council  of  Nice,  325 
A.D. 

2.  Macedonius  denied  the  Divinity  of  the  Holy  Ghost. 
Emperor  Theododius  strongly  opposed  this  error. 
Condemned  at  the  Council  of  Constantinople,  381  A.D. 

3.  Pelagius,  an  English  monk,  denied  original  sin  and  the 

necessity  of  grace. 
Refuted  by  the  great  St.  Augustine. 

Condemned  by  the  Provincial  Council  at  Carthage  and 
finally  by  Pope  Innocent  I,  417  A.D. 

4.  Nestorius  taught  the  existence  of  two  Persons  in  Jesus 

Christ. 

4.  St.  Cyril  defended  the  Catholic  truth  against  Nestorius 

who  objected  to  the  title  of  "Mother  of  God"  as  applied 
to  the  Blessed  Virgin. 
Condemned  at  the  Third  Ecumenical  Council  of  Ephesus. 
431. 

5.  Eutyches  taught  that  there  is  but  one  person,  and  also 

one  nature  in  Jesus  Christ. 
Condemned  at  the  Fourth  Ecumenical  Council  of  Chalce- 
don,  451. 

33 


IV.  The  Crusades. 

1.  General  Causes. 

(a)  Holy  Land  dear  to  the  Catholic  world. 

(b)  Cruel  treatment  of  pilgrims  to  Holy  Land. 

(c)  Appeals  of  Popes  to  Catholic  Nations. 

2.  First  Crusade,  1095-1099. 

(a)  Preached  by  Peter  the  Hermit,  a  nobleman  of 

Amiens. 

(b)  Led  by  Godfrey  de  Bouillon. 

3.  Second  Crusade,  1147-1149. 

(a )  Preached  by  S t .  B  ernard  of  Clairvaux . 

(b)  Led  by  Louis  VII  of  France,  Conrad  III  of  Germany. 

4.  Third  Crusade,  1189-1192. 

(a)  Preached  by  William,  Archbishop  of  Tyre. 

(b)  Led  by  Frederick  Barbarossa,  Richard  the  Lion 

Hearted  and  Philip  Augustus. 

5.  Fourth  Crusade,  1197-1204. 

(a)  Preached  by  Fulk  of  Neuilly  and  others. 

(b)  Led  by  Baldwin  of  Flanders. 

6.  Fifth  Crusade,  1217-1221. 

(a)  Preached  by  James  de  Vitry,  Cardinal  Robert  du 
Curzon. 

(6)  Led  by  Andrew  II,  King  of  Hungary  and  others. 

7.  Sixth  Crusade,  1228-1230  (Sham). 

(a)  Preached  by  Honorius  III. 

(b)  Led  by  Frederick  II  of  Germany. 

8.  Seventh  Crusade,  1248-1254. 

(a)  Preached  by  Innocent  IV  and  Clement  IV. 
(6)  Led  by  St.  Louis  and  his  brothers. 

9.  Eighth  Crusade,  1270-1283. 

(a)  Cause,  the  conquest  of  Mamelukes. 

(b)  Led  by  Louis  the  Saint. 
10.  Results: 

(a)  A  great  revival  of  religious  fervor  throughout  Europe. 

(b)  Elevation  of  the  standard  of  Christian  Knighthood. 

(c)  Advancement  of  knowledge,  science  and  art. 

(d)  Development  of  commerce  and  navigation. 

(e)  Improvement  of  the  conditions  of  the  lower  and 

middle  classes. 

V.  Protestantism. 

1 .  A  great  religious  revolt  began  in  Germany. 

2.  In  1517  Martin  Luther,  a  self-willed,  proud  monk  taught 

that  good  works  are  useless. 

(a)  Gave  up  one  by  one  the  doctrines  of  the  Church. 

(6)  Denied  authority  of  Church. 

(c)  Finally  declared  that  faith  alone  will  save  us. 

3.  Spread  rapidly  through  different  countries  of  Europe 

under  various  leaders. 

4.  In  England  propagated  by  Henry  VIII  who  declared  him- 

self head  of  the  Church. 

5.  Brought  into  Scotland  by  Knox  who  learned  it  from  Calvin 

in  Switzerland. 

34 


VI.  General  Council  of  Trent,  1545-1563. 

Convened  for  the  purpose  of 

1.  Propagating  the  faith,  elevating  the  Christian  religion,  up- 
rooting heresies,  restoring  peace  and  reforming  the  Chris- 
tian people.  The  decrees  of  the  Council  condemned  the 
errors  of  Protestantism. 

VII.  General  Council  of  the  Vatican,  1869. 

Convened  by  Pope  Pius  IX. 

Decreed  the  dogma  of  the  Infallibility  of  the  Pope. 

Vm.  The  Church  in  the  United  States  founded  by  the  early  Mission- 
aries from  Spain,  France  and  England. 

1.  Early  Mission. 

(a)  Of  the  Colonial  Period. 

(b)  Church  in  Revolutionary  days. 

2.  Organization  of  the  Church  after  the  Revolution. 

(a)  Treaty  of  Paris  severed  the  clergy  from  England. 
(6)  Priests  of  Maryland  petitioned  Pope  Pius  VI  for  a 
superior. 

(c)  Rev.  John  Carroll  named  Prefect  Apostolic,  1784. 

(d)  Consecrated  Bishop  in  1790. 

(e)  Diocese  included  all  territory  east  of  the  Mississippi, 

except  Florida. 
(/)  Foundation  of  Georgetown  College,  1 789 . 

(g)  St.  Mary's  Seminary,  Baltimore  founded  in  1791. 

(h)  French  priests  came  to  aid  Bishop  Carroll. 

(i)  Rev.  Father  Baden,  first  priest  ordained  in  Balti- 

more. 

(/  )  Establishment  of  Religious  Communities  of  Women. 
(k)  Baltimore  raised  to  the  rank  of  a  Metropolitan  See. 

3.  Division  of  Baltimore  Diocese. 
Four  Suffragan  Bishoprics,  1808. 

(a)  New  York — Rt.  Rev.  Luke  Concanan,  O.P. 

(b)  Philadelphia— Rt.  Rev.  Michael  Eagan,  O.S.F. 

(c)  Bardstown — Rt.  Rev.  Benedict  Flaget. 

(d)  Boston — Rt.  Rev.  John  Levebre  Cheverus. 

4.  Diocese  of  Boston  (all  New  England). 

(a)  Rt.  Rev.  John  Cheverus. 

Born  at  Mayenne,  France  in  1768. 
Ordained  priest  in  1790. 
Consecrated  at  Baltimore,  1810. 
Ordained  first  ecclesiastical  student  (Denis  Ryan) 
1817. 

Death  of  Father  Matignon — St.  Augustine's  Chapel, 
South  Boston,  a  memorial  to  him. 

Ordained  Rev.  Patrick  Byrne,  1820  and  Rev.  Virgil 
Barber  1822. 

Returned  to  France,  1823. 

Died  Cardinal  Archbishop  of  Bordeaux,  1836. 
(6)  Rt.  Rev.  John  Fenwick,  S.J. 

Born  in  Maryland.    Ordained  priest  in  1818. 
Consecrated  Bishop  at  Baltimore,  1825. 
35 


Opened  a  seminary  in  his  own  house.  (Fathers 
Fitton  and  Wiley  attended  this  seminary). 

Weekly  paper  edited  "The  Jesuit."    Now  The  Pilot. 

Sisters  of  Charity  opened  Orphan  Asylum,  1831. 

Ursuline  Convent  of  Charlestown  burned,  1842. 

Holy  Cross  College  founded,  1843. 

Rt.  Rev.  John  Fitzpatrick  was  appointed  coadjutor, 
1844. 

Erection  of  the  Diocese  of  Hartford. 
Death  of  Bishop  Fenwick,  1846. 

(c)  Rt.  Rev.  John  Fitzpatrick. 
Born  in  Boston,  1812. 
Ordained  priest  in  1840. 
Consecrated  bishop  in  1844. 

Erection  of  the  Dioceses  of  Burlington  and  Portland. 
Died  in  1866. 

(d)  Most  Rev.  John  J.  Williams. 
Born  in  Boston,  1822. 

Ordained  in  1845  when  the  Church  of  Boston  was  in 
its  infancy. 

Rector  of  St.  James  Church  and  Vicar  General  to 

Bishop  Fitzpatrick. 
Consecrated  Bishop  in  1866. 
Boston  an  Archdiocese,  1875. 

Erection  of  the  Dioceses  of  Springfield  and  Man- 
chester. 
Diocese  of  Fall  River,  1905. 

Most  Rev.  William  H.  O'Connell,  Coadjutor  with 
right  of  succession,  1906. 

(e)  His  Eminence,  Cardinal  O'Connell. 
Born  at  Lowell,  Mass.,  1859. 

Ordained  at  the  American  College,  Rome,  1884. 
Made  rector  of  American  College,  1895. 
Bishop  of  the  Diocese  of  Portland,  1901. 
Sent  as  a  papal  envoy  to  Japan  in  1905. 
Coadjutor  Archbishop  of  Boston  in  1906. 
Succeeded  the  Most  Rev.  John  J.  Williams  in  1907. 
Created  Cardinal  in  1911. 


APPENDIX  IV. 
RELIGION  REFERENCE  BOOKS 


Teachers'  Handbook  to  the  Catechism  (3  vols.)  Urban 

The  Catechist  (2  vols.)  Rev.  Canon  Howe 

Exposition  of  Christian  Doctrine  Seminary  Professor 

Popular  Sermons  on  the  Catechism  Bamberg-Thurston 

Religious  Training  Cardinal  Vaughan 

How  to  Teach  Catechism  Rev.  Father  Furniss 

First  Religious  Instructions  to  Little  Ones  Rev.  A.  Schaffler 


Religion — First  Manual  Rev.  Roderick  McEachen 

First  Course  Rev.  Roderick  McEachen 


36 


Religion — Second  Manual  Rev.  Roderick  McEachen 

Second  Course  Rev.  Roderick  McEachen 

To  the  Heart  of  a  Child  Josephine  Brownson 

The  Sacraments  Explained  Rev.  Arthur  Devine 

The  Creed  Explained  Rev.  Arthur  Devine 

The  Commandments  Explained  Rev.  Arthur  Devine 

Illustrated  Explanation  of  Creed  Rev.  H.  Rolf  us 

Illustrated  Explanation  of  Sacraments  Rev.  H.  Rolfus 

Illustrated  Explanation  of  Commandments  Rev.  H.  Rolfus 

History  of  the  Mass  Rev.  John  O'Brien 

Explanation  of  the  Mass  Rev.  Father  Cochem 

The  Mass  and  the  Vestments  of  the  Catholic  Church,  Rev.  Father  Walsh 

The  Mass  Rev.  P.  C.  Yorke 

The  Externals  of  Catholic  Church  Rev.  John  F.  Sullivan 

The  Visible  Church  Rev.  John  F.  Sullivan 

The  Catechism  in  Examples  Rev.  D.  Chisholm 

Anecdotes  and  Examples  Illustrating  the  Catechism, 

Rev.  Francis  Spirago 

Faith  and  Duty  Judith  Smith 

Catholic  Ceremonies  Abbe  Durand 

The  Catholic's  Ready  Answer  Rev.  Father  Hill,  S.J. 

Faith  of  Our  Fathers  Cardinal  Gibbons 

Child  of  God  Mother  Mary  Loyola 

Soldier  of  Christ  Mother  Mary  Loyola 

First  Communion  Mother  Mary  Loyola 

The  Children's  Charter  Mother  Mary  Loyola 

The  King  of  the  Golden  City  Mother  Mary  Loyola 

A  Simple  Confession  Book  Mother  Mary  Loyola 

A  Simple  Communion  Book  Mother  Mary  Loyola 

A  Simple  Confirmation  Book  Mother  Mary  Loyola 

Question  on  First  Communion  Mother  Mary  Loyola 

Mass  for  First  Communion  Mother  Mary  Loyola 

Stories  for  First  Communion  Rev.  Joseph  Keller 

Little  Lives  of  the  Saints  Berthold 

Children  of  the  Kingdom  Mary  A.  Garnett 

Course  of  Christian  Doctrine — A  Handbook  for  Teachers, 

Dolphin  Press 

Instructions  in  Christian  Doctrine  for  Teachers, 

Provost  Wenham,  St.  Anselm's  Society,  London 

Advice  on  Communion  for  Little  Children  Msgr.  de  Segur 

The  House  and  Table  of  God  Rev.  William  Roche,  S.J. 

Catholic  Practice  Rev.  Father  Klauder 

The  Liturgical  Year  Dom  Gueranger 

Patron  Saints  (3  vols.)  Mary  Mannix 

Testimony  to  the  Truth  Rev.  Hugh  Smith 

The  Catholic  Dictionary  and  Encyclopedia  Rev.  James  McGovern 

Short  Stories  on  Christian  Doctrine  Benziger  Bros. 

Legends  and  Stories  of  the  Child  Jesus  Lutz 

A  Lamp  of  the  Word  Rev.  Canon  Carr  (English  Pub.) 

The  Catholic  Pupil  Teacher  (Series) .  .Rev.  Canon  Carr  (English  Pub.) 
Doctrine  Explanation.  . . . Sisters  of  Notre  Dame  de  Namur  (Eng.  Pub.) 
Holy  Mass  Explanation  Book, 

Sisters  of  Notre  Dame  de  Namur  (English  Pub.) 
37 


Outlines  of  Old  Testament  History  Rev.  E.  E.  Gigot 

Outlines  of  New  Testament  History  Rev.  E.  E.  Gigot 

Life  of  Christ....  Rev.  F.  Maas,  S.J. 

New  Testament  Studies  Rt.  Rev.  Mgr.  Conaty 

Manual  of  Scripture  History  Rev.  Walter  Richards 

Readings  from  the  Old  Testament  Provost  Wenham 

Scriptural  Readings  on  Catechetical  Questions ....  Rev.  James  Baxter 

Hours  with  the  Bible  Geikie 

Commentary  of  Holy  Scripture  (2  vols.)  Rev.  F.  J.  Knecht 

The  New  Testament  Narrative  St.  Anselm's  Press,  London 

Catholic  Bible  Stories  Josephine  Van  Dyke  Brownson 

The  Story  Ever  New  Rev.  James  Higgins 

Jesus  of  Nazareth  Mother  Mary  Loyola 

The  Life  of  Christ  Mother  Mary  Salome 

The  Divine  Story  Rev.  Cornelius  Holland 

The  Divine  Twilight  Rev.  Cornelius  Holland 

Bible  History  Joseph  Reeve 

Bible  History  Richard  Gilmour 

Bible  and  Church  History  Spalding — Dillon 

Bible  Stories  for  Children  A  Catholic  Teacher 

Catholic  Child's  Bible  History  Sisters  of  Mercy 

Ancient  and  Modern  Palestine  Brother  Lievin  de  Hamme 

Divine  Parables  Explained  Rev.  Joseph  Prachensky,  S.J. 

Practical  Handbook  for  the  Study  of  the  Bible.  .  .  .Dr.  Seisenberger 
Scripture  Manuals  for  Catholic  Schools.  .  .  .Rev.  Joseph  Rickaby,  S.J. 

Manual  of  Bible  History  Charles  Hart 

The  Lord  Jesus,  His  Birthday  Story  Extension  Press 

There  Came  Three  Kings  Extension  Press 

The  Parable  Book  Extension  Press 

General  History  of  the  Christian  Era  (3  vols.),  Rev.  A.  Guggenberger,  S.J. 

Stories  of  Church  History  Rev.  Henry  Formby 

Manual  of  Church  History  Published  by  Murphy  Bros. 

Church  History  Gilmartin 

History  of  the  Catholic  Church  in  U.  S  John  Gilmary  Shea 

Compendium  of  Church  History ....  Sisters  of  Notre  Dame  de  Namur 
History  of  the  Roman  Catholic  Church  in  the  U.  S., 

Rev.  Rt.  Dr.  O'Gorman 
A  Brief  History  of  the  Catholic  Church  in  the  U.  S., 

Sisters  of  Notre  Dame  de  Namur 
History  of  Archdiocese  of  Boston  Rev.  M.  J.  Scanlan 


APPENDIX  V. 

MATERIAL  FOR  OBJECTIVE  TEACHING  OF  RELIGION 

1.  Wall  maps  of  Palestine:  Wanderings  in  the  Desert,  Egypt  and  the 

Sinai  Peninsula,  etc. 

2.  Chart  of  Tabernacle  and  Court.    Chart  for  Furniture,  Vestments, 

etc.,  for  the  Tabernacle  in  Six  Plates. 

3.  Biblical  Charts — Published  by  Bancroft,  San  Franciso. 

(Very  useful  as  they  give  specimens  of  coins,  weights,  measures, 
and  other  articles  mentioned  in  the  Bible  with  explanations.) 

38 


4.  The  Bible  Panorama.    A  series  of  revolving  pictures  illustrating 

vestments,  sacred  vessels,  etc.,  mentioned  in  the  Bible. 

5.  Catechism  Chart  by  Rev.  Roderick  A.  McEachen.    Published  by 

the  Catholic  Supply  House,  Wheeling,  W.  Va. 

6.  Charts  of  Vestments  and  Sacred  Vessels.    These  can  be  easily 

made  by  cutting  the  pictures  out  of  catalogues  and  mounting  on 
cards  or  on  sheets  of  manilla  paper.  These  pictures  may  be 
slightly  shaded  so  as  to  look  as  if  painted.  An  explanation 
may  be  written  beside  each  picture. 

7.  Mass.  Charts. 

8.  Home-made  picture  charts  of  the  Life  of  Christ.    Pictures  from 

Perry,  Brown,  etc.,  may  be  secured  and  mounted  on  manilla 
paper.    Beside  each  a  brief  explanation  may  be  written. 
On  pp.  VIII  and  IX  in  'To  the  Heart  of  the  Child"  may  be  found 
a  list  of  eighty  pictures  with  name  of  artist  and  number  to  be 
used  in  ordering  from  Brown  &  Co.,  Beverley,  Mass. 

9.  A  blackboard  is  indispensable.    But  to  secure  the  best  results 

the  teacher  should  be  a  "chalk-talker,"  i.e.,  be  able  to  draw 
diagrams  in  illustration  as  he  gives  instructions. 

1 0 .  Toy  Altar  Furniture . 

11.  Sets  of  Miniature  Vestments.    The  Object  lesson  of  the  putting 

on  and  the  taking  off  of  these  articles  from  a  doll  will  be  worth 
hours  of  instructions. 

12.  The  Sand  Board  can  be  effectively  used  in  teaching  important 

points  both  in  the  Old  and  the  New  Testament. 


ENGLISH 
Grades  I,  II,  III 

The  term  English  comprehends  the  work  in  literature,  reading, 
phonetics,  spelling,  grammar,  oral  and  written  composition.  Habits 
of  correct  use  of  English  should  be  fostered  in  all  work  in  the  class- 
room. These  habits  are  formed  chiefly  through  unconscious  fixation 
of  the  correct  form  by  constant  repetition  in  conversation,  games, 
drills,  stories,  poems,  and  dramatization.  English  in  the  primary 
grades  is  largely  oral.  The  careful  use  of  the  best  forms,  day  by 
day,  on  the  part  of  the  teacher  will  have  a  very  great  influence  on 
the  speech  habits  of  the  children.  A  poem  or  story  told  is  more  effec- 
tive than  one  read,  hence  the  primary  teacher  should  have  an  abundance 
of  each  at  her  command.  Some  are  told  simply  for  pleasure,  some  for 
reproduction,  and  some  for  memorizing.  Teachers  should  discrimi- 
nate. All  stories  for  little  children  should  be  full  of  life,  action,  and 
conversation.  Repetition  always  pleases,  as  do  rhythm,  poetical 
expressions  and  "pretty  words."  They  should  be  given  much  of 
the  best  poetry.  Books  of  simple  stories  and  poems  should  be  available 
to  children  of  the  second  and  third  grades. 

Certain  types  of  errors  have  been  set  down  for  attention  in  each 
grade,  but  only  to  make  sure  that  they  are  touched  upon  sometime  in 
the  course.  Each  teacher  should  note  and  strive  to  correct  the  errors 
peculiar  to  her  grade. 

39 


Written  work  in  grades  one  and  two  will  consist  of  copying,  and 
some  simple  dictation.  In  the  third  grade  short  and  original  composi- 
tions are  added.  Attention  should  be  given  to  spelling  in  all  written 
work. 

In  order  to  talk  or  to  write  a  child  must  have  something  about 
which  he  can  talk  or  write, — something  that  he  knows,  or  has  seen,  or 
has  done.  The  work  then  must  have  two  phases, — impression,  or  the 
sources  of  thought  material,  and  expression,  or  the  reaction  from 
this  thought  material.  This  expression  when  written,  must  show  certain 
correct  forms,  and  here  we  get  the  practice  in  the  technicalities. 

I.  IMPRESSION —Sources  of  the  thought  material. 

A.  Experience. 

1.  At  home. 

Love  and  courtesy  in  relations  with  father,  mother, 
sister,  brother,  baby  and  other  members  of  family. 
Treatment  of  pets. 

2.  In  church.    Respect,  devotion,  prayer. 

3.  At  school. 

Conduct  with  teachers  and  schoolmates.    Care  of  school, 

yard,  furniture  and  equipment. 
Behavior  in  school  and  at  play. 

4.  In  the  street. 

Conduct  on  the  streets.  "Safety  First."   Parades,  acci- 
dents.   Policemen,  firemen. 

5.  In  community  life. 

Politeness  in  dealing  with  others.    Holidays,  trips. 

B.  Industries: 

Grocer,  butcher,  builder  and  others. 

C.  Literature: 

Poems  and  stories  read,  reproduced  and  learned. 

D.  Pictures: 

Chiefly  those  which  show  life  and  action,  giving  a  chance 
for  original  and  inventive  self  expression. 

II.  EXPRESSION— Reaction  from  thought  material. 

A.    Oral  expression. 

1.  Dramatization.  The  activity  side  of  language,  should 
be  freely  used  in  primary  grades.  All  children  have 
dramatic  instinct.  Do  not  confine  the  work  to  a  few 
few  who  have  dramatic  talent.  Take  as  many  children 
as  possible.  Be  sure  that  the  child  is  familiar  with  the 
story  and  then  let  his  imagination  work;  the  teacher 
merely  guides.  Do  not  work  for  a  finished  product,  but 
for  free  and  ready  expression.  Choose  short,  simple 
stories,  full  of  action,  taking  a  new  one  as  soon  as  an  old 
one  becomes  tiresome.  At  first  give  leading  parts  to 
the  more  capable  children,  but  gradually  draw  in  the 
more  timid  ones.  In  the  third  grade  parts  may  be 
read  directly  from  the  reader.  Do  not  criticise  the  acting 
during  the  play. 

2.  Conversation.  Begin  with  topics  from  child's  personal 
experience  (See  I,  Impression),  then  to  those  based 

40 


on  knowledge  and  observation,  narration  and  descrip- 
tion. Encourage  spontaneity,  free  expression,  while 
training  to  keep  to  the  topic  and  use  correct  forms  in 
sentences.  (This  is  a  matter  of  very  gradual  develop- 
ment). Never  should  desire  for  accuracy  and  form  be 
allowed  to  check  freedom  of  expression.  Teacher 
inspires  to  best  efforts  by  words  of  appreciation  and 
timely  help,  but  pupil  talks.  A  definite  plan  of  ques- 
tion will  help  to  keep  pupils  to  topic,  to  sequence  of 
time  events.  Practice  increases  the  child's  vocabulary 
and  so  the  power  of  expression. 

3.  Reproduction.  Stories  given  for  reproduction  should 
be  few,  short,  definite.  Those  with  a  short,  simple  clear 
beginning,  a  related  middle,  and  a  definite  end  are  best. 
Stories  like  "The  Three  Pigs"  which  contain  much 
repetition  develop  logical  order,  and  maintain  the 
interest  by  successive  additions  (what  happened  first, 
next,  last).  Different  children  might  tell  various  parts 
and  one  put  the  whole  together.  This  is  the  first  step 
toward  paragraphing.  Not  every  story  can  nor  should 
be  reproduced.  Children  lose  the  pleasure  in  the  story 
if  they  feel  that  it  must  always  be  given  back.  Children 
and  teacher  may  alternate  with  contribution  of  event 
or  question.  Guide  words  may  be  placed  on  board 
in  groups  suggesting  paragraphs  Apt  words,  clear 
phrases  should  be  noted  and  used. 

4.  Original  Invention.  Matter  dictated,  discussed,  criticized 
and  arranged  by  teacher  and  pupils  may  be  written 
on  board  by  teacher,  to  be  talked  of.  (Later  written.) 
Teacher  may  write,  dog-dusty  road-boy-barefooted-pail. 
Child  will  be  weak  and  ineffective  at  first,  but  teacher 
will  be  keenly  appreciative  of  the  least  effort.  When 
children  are  telling  about  something  in  which  they  have 
taken  an  active  part  the  teacher  is  securing  real  self 
activity  and  real  inventiveness  in  self  expression. 

5.  Corrective  Drills.  These  will  suggest  themselves  in  the 
errors  noticed  by  each  teacher.  Typical  errors  will  be 
listed  under  Written  English. 

WRITTEN  EXPRESSION. 

J.  Reproduction  and  Invention.    Follow  same  suggestions  as  in 
II  (3  and  4). 

In  Grade  One,  very  little  written  work,  if  any,  before  latter 
part  of  second  term.  Copy  sentences,  write  little  sentences 
from  dictation,  spelling  words,  name,  school,  grade  and  home 
address.  Through  sentences  dictated  test  the  use  of  capitals 
and  punctuation  as  required  under  technicalities  for  this  grade. 
In  Grade  Two  while  oral  language  must  be  given  every  day, 
written  language  should  be  given  two  or  three  times  a  week. 
Copy,  first  with  close  co-operation  of  teacher,  then  without, 
two  or  three  related  sentences  on  a  given  topic.  Dictation 
to  test  the  use  of  capitals,  punctuation,  and  abbreviations  as 
required  under  technicalities  for  this  grade. 

41 


In  Grade  Three  copying  of  one  or  two  paragraphs,  instead  of 
sentences,  followed  by  dictation  of  same.  Write  an  original 
paragraph  or  two  with  help  of  guide  words.  Dictation  to  test 
use  of  capitals,  punctuation,  and  abbreviations  as  required 
under  technicalities  for  this  grade. 

2.  Technicalities  of  Written  Expression. 

Grade  One 

(a)  Arrangement  of  paper  (by  end  of  year) 

Name  Grade 
School  Date 

(b)  Capitals;  proper  names,  first  word  in  sentences,  I.  O. 

(c)  Punctuation;  period  and  interrogation  point. 

(d)  Corrective  English;  use  of  parts  of  do,  go,  come,  see; 

double  negatives;  "I"  last  in  series. 

(e)  Dictionary  preparation;  phonics  and  alphabet. 

Grade  Two 

(a)  Review  work  of  Grade  One. 

(b)  Margin  at  left  of  paper  (one  inch). 

(c)  Capitals ;  Days  of  week,  months,  abbreviations,  Mr.,  Mrs., 
St.,  Ave.,  Mass.,  first  line  of  poetry. 

(d)  Punctuation;  period  after  abbreviations. 

(e)  Corrective  English;  4 'ain't,"  you  were,  may  and  can, 
might  and  could. 

(/)  Dictionary  preparation;  phonics  and  alphabet. 

Grade  Three 

(a)  Review  work  of  Grades  One  and  Two. 

(6)  Paragraph  one-half  inch  beyond  inch  margin.  Blank 
line  between  heading  and  title,  between  title  and  first 
paragraph,  and  always  last  line  of  paper. 

(c)  Capitals:  Initials,  holidays,  first  word  in  direct  quota- 
tion, abbreviation,  months,  days,  measure,  Dr.,  Rev., 
A.M.,  P.M.,  N.,  S.,  E.,  W. 

(d)  Punctuation :  Apostrophe  in  possessives  and  contractions, 
comma  to  cut  off  direct  quotations. 

(e)  Corrective  English:  use  of  parts  of  give,  begin,  ring, 
take.    "I"  after  "to  be." 

(J)  Dictionary  preparation:  phonics,  alphabetical  arrange- 
ment of  words,  simple  diacritical  marks. 

3.  Letter  Writing.  Beginning  of  letter  writing  is  made  in  the 
third  grade.  Heading  salutation,  conclusion  of  friendly 
letters  of  the  simplest  form.  Copy  complete  but  short 
letters;  later  copy  only  body  of  letter;  pupils  supply  head- 
ing, salutation  and  conclusion.  At  first  letters  should  be 
developed  orally.  Write  letters  to  real  people,  playmates, 
relatives  or  teachers;  or  write  the  answers  to  letters  really 
received.    Direct  envelope  and  place  stamp. 

4.  Spelling.  From  speller  used  in  grade,  from  subjects  taught 
in  grade,  from  words  commonly  misspelled  by  class.  In 
grade  one  spelling  is  taken  in  second  term.  Much  of  the  work 
in  spelling  should  be  written,  and  much  practice  given  at 

42 


board.  Anticipate  the  difficulties  in  a  word,  and  spend  the 
time  on  the  words  which  need  it  most.  Make  knowledge  of 
phonics  of  use  in  learning  words  which  are  phonetic. 

IV.  READING. 

From  reading  the  child  should  acquire  power  to  get  the  thought 
directly  from  the  printed  page,  that  he  may  enjoy  books  and  se- 
cure the  knowledge  they  contain.  He  should  at  the  same  time 
develop  the  power  to  give  the  thought  he  gets  to  others  in  an 
agreeable  and  correct  way.  To  accomplish  all  this  exercises  must 
be  given  in  articulation,  pronunciation,  voice  training,  expression, 
as  well  as  abundant  drill  in  phonics  and  the  recognition  of  words. 
Phonics  must  never  be  neglected  as  they  give  the  child  the  inde- 
pendent power  of  word  recognition.  Phonic  and  word  drills 
should  be  given  at  a  time  in  the  day  entirely  distinct  from  the 
reading  period.  Guard  against  danger  of  extremes — all  phonics 
and  no  phonics.  Do  not  try  to  sound  unphonetic  words,  and  let 
children  see  that  there  are  times  when  phonics  will  not  help  in 
learning  a  word.  However,  a  good  knowledge  of  phonics  makes 
the  child  eighty-six  percent  independent  in  his  reading,  and  should 
be  carefully  taught.  A  child  who  makes  phonics  correctly 
will  speak  very  distinctly.  No  slovenly  pronunciation  of  sounds 
should  be  accepted,  as  the  smallest  child  can  make  them  perfectly 
when  shown  how.  Let  the  study  of  phonics,  words,  and  phrases 
move  along  together,  always  training  the  child  to  pick  out  the 
largest  phonetic  combination  found  in  a  word.  Instead  of  being 
a  slave  to  one  method,  use  the  best  in  all  methods.  Thus  an 
agreeable  variety  will  be  secured,  and  a  variety  that  will  be 
sure  to  reach  all  the  children.  The  reading  matter  for  each 
grade  has  been  chosen  for  the  teacher  in  the  books  at  her  com- 
mand, but  the  manner  of  using  this  material  to  the  best  advan- 
tage rests  largely  with  herself.  She  should  be  perfectly  familiar 
with  the  books  in  use,  especially  with  the  suggestions  for  the 
teacher  often  found  in  the  Preface,  and  with  the  Manuals 
which  accompany  the  books.  In  these  will  be  found  sufficient 
matter  for  drills  in  the  various  phases  of  the  preparation  men- 
tioned above.  Even*  effort  should  be  made  to  make  of  read- 
ing what  it  is  and  should  be  the  most  wide  reaching  acquisition 
made  by  the  child  while  in  school. 

The  time  given  each  week  to  work  in  English  Grades  I  to  III 
should  be  approximatelv  as  follows : 

Grade  I  Grade  II  Grade  III 
Reading  and  Literature  525        475  400 

Spoken  and  Written  English  .  230        200  200 

POEMS,  PICTURES,  STORIES 

(These  lists  are  suggestive,  only.  Poems,  pictures  and  stories 
of  like  import  and  value  may  be  substituted  by  the  teacher ;  care  being 
taken  that  none  from  the  list  of  a  higher  grade  be  chosen.  Choice 
will  vary  according  to  need,  ability  of  class,  or  specific  purpose  of 
teacher.  Often  a  few  lines  or  stanzas  of  long  poems  may  be  used,  and 
many  hymns  may  be  memorized  as  poems. 

43 


(Use  freely  selections  from  Father  Abrarn  Ryan,  Father  Blunt, 
Father  Tabb,  Father  Garesche,  Denis  McCarthy,  Joyce  Kilmer, 
Eleanor  Donnelly,  Adelaide  Procter,  Eugene  Field,  Robert  L.  Steven- 
son.) 


Grade  I. 


POEMS 


Mother  Goose. 

I  Love  Little  Pussy. — Taylor. 

October. — Jackson.  (4  lines) 


The  Wind— Rossetti 
Little  New  Year. 
Rainbow  Colors. 
The  Little  Star. — Taylor. 
Good  Night  and  Good  Morning. —  Houghton. 
The  Swing.    My  Shadow.    By  the  Sea.    Rain.    Autumn  Fires. 
Winter  Time.    Block  City.    My  Bed  is  a  Boat. — Stevenson. 


The  Raindrop's  Ride. — V/ohlfarth 
The  Baby.— McDonald. 
First  Snow  Fall. — Lowell 

(8  lines.) 
Santa's  Cake. 

I  Ought  to  Love  My  Country. 
Two  Little  Pussies. —  K.  L.  Brown. 
Little  Bird  With  Yellow  Bill. 


STORIES 


(Stories  simply  told  of  the  Life  of  our  Lord,  our  Blessed  Mother,  our 
Guardian  Angels,  the  Saints,  particularly  child  saints,  and  of  the  great 
heroes  of  our  country  and  other  countries.  Tell  the  story  connected 
with  all  holydays  and  holidays.) 


Legends  of  the  Holy  Child. — Lutz 
The  Little  Fir  Tree— Bryant 

Gingerbread  Man. 
Three  Pigs. 

The  Old  Woman  and  the  Pig. 

Tiny  Tim. 

Autumn  Leaves. 

Lion  and  the  Mouse. 

The  Hare  and  the  Tortoise. 


Tales  of  the  Angles. — Faber 
Why  Fir  Trees  Keep  Their  Leaves. 

— Bryant 

Little  Red  Man.         Three  Bears. 
Little  Red  Riding  Hood. 
Jack  and  the  Beanstalk. 
The  Elves  and  the  Shoemaker. 
Fox  and  the  Grapes. 
Dog  and  His  Shadow. 


PICTURES 

Make  use  of  any  good  pictures,  patriotic,  religious  (infinite  in  number 
by  great  artists)  and  seasonal. 

Pictures  of  children: — Emile  Muniar,  S.  J.  Carter,  A.  J.  Elsley; 
Of  birds : — Hector  Giaaomelli.  Children  should  be  led  to  read  a  picture, 
not  merely  describe  it.  Note  time,  season,  characters,  dress,  actions, 
imagine  sounds,  what  people  are  saying  or  doing  and  why.  Suggest 
name  for  picture. 

First  Steps — Millet  Feeding  the  Birds. — Millet 

Baby  Stuart — Van  Dyke  Soap  Bubbles. — Gardner 

Cat  Family. — Adams  Four  Scamps. — Adams 

Saved. — Landseer  Puss  in  Boots. — Paton 

Pilgrims  Going  to  Church. — Boughton  Holy  Night. — Corregio 
Children  of  the  Shell. — Murillo        St .  John  and  the  Lamb . — Murillo 

44 


Grade  n. 

(See  suggestions  preceding  lists  in  Grade  I.) 


POEMS 

Bed  in  Summer.  The  Wind.    The  Land  of  Counterpane. 

— Stevenson 

The  Lamplighter. — Stevenson.         For-Get-Me-Not.  Obedience. 

Waiting  to  Grow.  Suppose. — Cary 

Santa  Claus  and  the  Mouse. — Poulsson. 

Wynken,  Blynken  and  Nod.  Norse  Lullaby. — Field 

The  Cat's  Tea  Party.  They  Didn't  Think—  Love  joy 

The  Pet  Lamb— Wordsworth         The  Violet.— Taylor 


STORIES 

Child's  Christ  Tales. — Proudfoot     Child's  History  of  the  Apostles. 
Nature  Myths. — Cooks  — MacEachen 

Golden  Cobwebs. — Bryant  Star  Dollars. — Bryant 

Discontented  Pine  Tree. — Bailey  Adventures  of  a  Brownie. — Mullock 
Pig  Brother.  Billy  Goats  Gruff.       Golden  Goose. 

Field  Mouse  and  the  Town  Mouse.  Raggy  Lug. 
Goody  Two  Shoes.  Tom  Thumb. 

Fox  and  the  Crow.  Puss  in  Boots. 

Dog  in  the  Manger.  The  Boy  and  the  Dyke. 


PICTURES. 


Madonna  of  the  Chair. — Raphael 

The  Bells.— Blashfield 

Helping  Hand. — Renouf 

Ploughing. — Bonheur 

The  Pet  Bird.— Bremen 

Piper  and  Nutcrackers. — Landseer 


Infant  Samuel. — Reynolds 
Can't  You  Talk?—  Holmes 
Pussies'  Temptation. — Rotta 
The  Fisherman's  Children. — Israels 
The  Little  Brother. — Bremen 
A  Fascinating  Tale. — Ronner 


Grade  m. 

(See  suggestions  preceding  lists  in  Grade  I.) 


Hiawatha  (selected). — Longfellow 
Night  Wind.— Field 
Sandman. —  Vandegiuft 
Children's  Hour. — Longfellow 
Visit  from  St.  Nicholas. — Moore 
September. — Jackson 

Pussy  Willow's  Secret. — Wohlfarth 


Spring. — Celia  Thaxter 
Marching  Song. — Stevenson 
Seven  Times  One. — Ingelow 
Sweet  and  Low. —  Tennyson 
Barefoot  Boy. — Whittier 
The  Four  Leaf  Clover. 

— Ella  Higginson 
The  Song  for  the  Flag. 

(4  lines)         — Denis  McCarthy 


STORIES 


Pandora's  Box.  The  Frog  Prince.       The  Brave  Tin  Soldier. 

Snow  White  and  Rose  Red.  The  Ugly  Duckling 

King  Midas.  The  Pot  of  Gold. 

Epaminondas  and  His  Auntie.  Cinderella. 

Alladin  and  His  Wonderful  Lamp.   Robinson  Crusoe. 

Brownie  Book.       Cox.       Peter    Pan. — Barry 

Dutch,  Eskimo,  Irish,  Japanese  Twins. — Perkins 

Stories  of  Great  Americans  for  Little  Americans. — Scudder 


PICTURES 


Christ  Blessing  Little  Children. — 
Finding  Moses. — Delaroche 
The  Sailor's  Return. — Rosenthal 
Come  Along. — Bremen 
Pair  of  Nutcrackers. 
The  Horse  Fair. 


■Plockhorst 

Aurora. — Rem 
My  Pets. — Knaus 
Fisherman's  Daughter. — Jameson 
Shoeing  the  Horse. — Landseer 
Britanny  Sheep. — Bonheur 


ENGLISH 

Grades  I,  II,  III 

Books  Helpful  to  the  Teacher 

Titles.  Authors.  Publishers 

A  Child's  Rule  of  Life  Benson  Benziger 

Life  of  the  Blessed  Virgin  in  Pictures. .  O'Brien  Extension 

Religion,  Books  1,  2,  3  Shields  Cath.  Ed. 

The  Lord  Jesus  Sisters  of 

Notre  Dame 

Pocket  Full  of  Posies  Brown  Houghton 

Golden  Staircase  Chisholm  Putnam 

Ballads  of  Childhood  Earls  Benziger 

Fairies  and  Chimnies  Fyleman  Dor  an 

One  Thousand  Poems  for  Children .  .  Ingpen  Jacobs 

Story  Telling  Olcott  Houghton 

Poems  for  Use  in  Catholic  Schools. .  .  .  Sisters  of 

Notre  Dame .  .  .  Angel  Guardian 

Child  Verses  Fr.  Tabb  Small 

Pinafore  Palace  Wiggin  &  Smith.  .Grosett 

Tales  of  Mother  Goose. 

(Edited  by  Charles  Welch)  Perrault  Heath 

Faity  Ring  Perrault  Heath 

Magic  Casements  Perrault  Heath 

Golden  Windows  (Fables)  Richards  Little 

Bow  Wow  and  Mew  Mew  Craik  Merril 

The  Lonesomest  Doll .  . .  Brown  Houghton 

Sara  Crew,  Little  St.  Elizabeth,  etc. .  .  Burnett  Scribner 

Kittens  and  Cats  Grover  Houghton 

Banbury  Cross  Stories  Howard  Merril 

Once  Upon  a  Time  Stories  Howard  Merril 

46 


Titles.                             Authors.  Publishers. 
Stories  the  Iroquois  Tell  Their  Chil- 
dren  Powers  American 

Ten  Boys  Who  Lived  on  the  Road 

from  Long  Ago  'Till  Now  Andrews  Ginn 

The  Story  of  Our  Country  Smith  Putnam 

Big  People  and  Little  Poeple  of  Other 

Lands  Shaw  American 

Lads  and  Lassies  of  Other  Days  Price  Silver 

American  History  for  Little  Folks .  .  .  Ball  Little 

Around  the  World  with  Children  Carpenter  American 

Fifty  Famous  Stories  Baldwin  American 

Stories  of  Great  Americans  for  Little 

Americans  Egleston  American 

Docas,  the  Indian  Boy  Sneddan  Heath 

Lincoln.    Washington  Mace  Rand 

Plant  Baby  and  Its  Friends  Brown  Silver 

Nature  Studies  for  Little  People ....  Burroughs  Ginn 

Wings  and  Stings  Daulton  Rand 

Krag  and  Johnny  Bear  Seton  Scribner 


SUGGESTIVE  SPELLING  LIST 
Grade  I 


am 

doll 

girl 

kitty 

papa 

and 

dog 

give 

little 

play 

are 

do 

God 

like 

red 

at 

day 

go 

mama 

ride 

all 

did 

good 

man 

run 

apple 

eggs 

has 

Mary 

see 

baby 

ear 

have 

may 

she 

big 

eye 

he 

me 

saw 

bird 

eat 

his 

milk 

the 

book 

each 

I 

my 

to 

box 

feed 

in 

nest 

this 

can 

fish 

is 

not 

up 

cat 

fly 

it 

now 

us 

come 

for 

Jesus 

on 

we 

cow 

fun 

John 

of 

will 

cut 

gave 

jump 

one 

was 

SUGGESTIVE  SPELLING  LIST 
Grade  II 


about  carry  easy  join  none 

after  catch  earn  kitten  number 

again  child  face  knee  north 

any  clean  father  knife  night 

arm  could  fine  know  off 

ask  candy  flower  knock  once 

ate  cried  from  laid  only 

47 


asleep 

cheese 

flew 

large 

other 

away 

cent 

fence 

laugh 

orange 

awake 

clock 

garden 

leaf 

our 

aunt 

coat 

grate 

letter 

own 

been 

cake 

goes 

lesson 

often 

black 

dear 

gone 

love 

picture 

blue 

desk 

grass 

lunch 

pencil 

bread 

does 

great 

leap 

played 

bright 

done 

goat 

lamb 

please 

bring 

don't 

hand 

melt 

present 

brother 

drink 

hair 

matches 

paint 

buy 

drive 

head 

many 

pretty 

best 

dead 

hear 

might 

put 

boat 

deer 

horse 

mouse 

pear 

bear 

dew 

house 

mother 

paper 

beat 

duck 

hurt 

meat 

peach 

butter 

east 

half 

much 

proud 

burn 

eight 

help 

name 

poem 

buzz 

ever 

idle 

never 

quick 

came 

every 

Joseph 

next 

rude 

river 

street 

then 

to-day 

went 

robin 

Santa  Claus 

these 

tried 

what 

read 

store 

toast 

two 

when 

said 

string 

teach 

use 

where 

say 

story 

third 

under 

white 

school 

seven 

teeth 

until 

who 

shall 

such 

to-night 

walk 

why 

should 

soft 

train 

want 

wish 

sister 

summer 

thumb 

were 

with 

small 

sure 

they 

warn 

work 

spell 

table 

think 

wait 

write 

some 

talk 

those 

water 

yard 

south 

that 

three 

wear 

your 

SUGGESTIVE  SPELLING  LIST 

Grade  III 

ache 

bunch 

curtain 

daughter 

guess 

afraid 

butterfly 

circus 

divide 

ginger 

almost 

built 

color 

doesn't 

guilty 

animal 

birthday 

climb 

either 

geese 

apron 

braiding 

careful 

eagle 

gloves 

always 

bought 

chimney 

empty 

grapes 

another 

brought 

coming 

early 

ground 

April 

build 

chair 

earth 

February 

angel 

between 

countries 

edge 

honest 

autumn 

broke 

carried 

enough 

heard 

acorn 

breath 

comb 

eleven 

having 

above 

blew 

caught 

evening 

heaven 

afternoon 

beech 

chopped 

Easter 

hungry 

ankle 

breakfast 

clothes 

example 

hour 

ashamed 

busy 

Christmas 

fruit 

holiday 

48 

August 

bridge 

cousin 

fourth 

hundred 

answer 

break 

country 

field 

iron 

although 

broken 

children 

family 

Indian 

against 

Boston 

cities 

first 

111 

bakery- 

catechism 

daisy 

fierce 

jewel 

basket 

church 

doctor 

feather 

January 

beach 

chestnut 

dollar 

fourteen 

June 

beans 

corner 

dropped 

forty 

just 

before 

caterpillar 

daily 

friend 

July 

berries 

couldn't 

December 

farther 

juicy 

both 

cranberries 

dozen 

Friday 

kept 

because 

circle 

driving 

grocer 

kettle 

buckle 

crumb 

dishes 

grade 

knocked 

kitchen 

neither 

rooster 

spring 

unless 

knives 

naughty 

really 

taught 

valentine 

known 

obey 

ready 

to-morrow 

violet 

learn 

October 

running 

throw 

visiter 

laughed 

oyster 

replied 

truly 

voice 

leaving 

ocean 

right 

through 

very 

listen 

ought 

raise 

touch 

view 

lose 

often 

rough 

tough 

vacation 

lazy- 

o'clock 

study 

too 

visit 

lilac 

orchard 

stretch 

thread 

wheel 

month 

picture 

shoes 

twelve 

whistle 

money 

people 

September 

thirsty 

winter 

moving 

piece 

squirrel 

though 

worth 

mouth 

piano 

sugar 

teacher 

whisper 

minute 

pitcher 

Saturday 

thought 

weather 

May 

pleasant 

stopped 

towards 

women 

Monday 

pair 

stooped 

thirty 

written 

move 

pupil 

saucer 

their 

which 

much 

peanuts 

surely 

Tuesday 

whole 

morning 

perhaps 

stairs 

true 

wagon 

multiply 

picric 

Sunday 

Thursday 

wrong 

making 

pigeon 

shining 

threw 

writing 

meant 

poetry 

scholar 

ticket 

whose 

March 

potato 

sleigh 

tomato 

while 

needle 

primary 

stories 

turkey 

wrote 

noisy 

queen 

scatter 

twice 

Wednesday 

nickel 

quiet 

scratch 

Thanksgivingwindow 

ninety 

quart 

second 

used 

weigh 

November 

quarter 

seven 

upon 

watch 

noise 

question 

stocking 

uncle 

yellow 

nothing 

quite 

supper 

using 

yesterday 

notice 

rabbit 

square 

umbrella 

yonder 

ENGLISH 
Grade  IV 

Approximate  time  285  minutes  per  week 

I.  General  Aims. 

(a)  To  form  the  habit  of  using  good  English. 

49 


(6)  To  speak  plainly  in  clean  cut  sentences. 

(c)  To  develop  power  in  oral  composition  and  not  to  test  thought. 

(d)  To  permit  no  incorrect  nor  indistinct  expression  to  pass 

without  correcting  it. 

(e)  To  develop  power  to  produce  four  or  five  related  sentences 

on  a  given  subject. 

II.  Specific  Aim. 

To  develop  recognition  of  the  sentence  by  eliminating  from 
compositions  all  unnecessary  "and's"  and  "so's." 

HI.  Methods  of  Directing  and  Helping  Child's  Effort. 

(a )  Preventing  monosyllabic  replies . 

Teacher  suggests  beginning  of  the  sentence, — 
"My  cat's  name — n 

(b)  Restraining  the  over-talkative. 

Teacher  gives  restraining  directions, — 
"Tell  me  one  thing  your  pet  can  do." 

(c)  Awakening  the  recognition  of  the  sentence  idea. 

1.  Teacher  reads  models  to  the  class. 

2.  Teacher  suggests  beginning  of  sentence  when  necessary. 

3.  Teacher  calls  for  one  sentence  each  from  four  children 

speaking  in  rotation.    Frequently  form  a  line  of 
good  sentence  makers  and  call  it  "making  a  book." 
Reason :  To  eliminate  possibility  of  "and's"  and  to  impress 
the  idea  of  simple  complete  sentences. 

(d)  Developing  the  single  phrase  idea. 

1.  Repetition  of  the  four  sentences  one  after  the  other, 

by  the  entire  class. 
Reason:  To  impress  the  idea  of  a  connected  whole. 

2.  Repetition  of  all  four  sentences  by  an  individual  child. 
Reason:  To  develop  in  the  child  the  habit  of  speaking 

in  simple  related  sentences. 

(e)  Eradicating  the  trite  beginning  and  ending. 

1.  Teacher  controls  it  through  graded  questions. 

2.  Teacher  guides  composition  by  suggestion  an  interest-. 

ing  beginning. 

A.  Composition. 

Oral:  This  takes  precedence  of  written,  both  in  time  and  in 
importance.  If  speaking  is  properly  taught,  mechanics  of 
writing  will  be  easily  mastered.  Have  a  story  telling  day  in 
each  week,  giving  the  full  language  time  on  that  day  to  the 
telling  of  stories.  Thus  each  child  will  have  told  a  story, 
short  and  interesting,  by  the  end  of  the  month.  Dramatize 
the  stories  occasionally. 

1.  Aims:  Readiness,  poise,  interest,  a  good  title,  sticking  to 

the  point,  good  sentences,  a  habit  of  regarding  the  audi- 
ence by  speaking  clearly  and  distinctly,  and  a  habit  of 
speaking  connectedly  in  sentences  whenever  the  occasion 
demands. 

2.  Material:  Personal  experiences  and  reading.  Literary 

themes  in  connection  with  reading. 
50 


3.  Achievements:  Ability  to  make  complete  sentences;  ability 

to  finish,  compose,  or  reproduce  simple  stories  like  the 
narratives  found  in  the  books  of  the  grade. 

4.  Correct  Speech:  Correct  use  may  be  acquired  through  lan- 

guage games  and  daily  drill  exercises.  Drill  on  correct 
use  of  ate  and  eaten;  grew;  done,  don't  and  doesn't; 
give,  gave  and  given;  has  no  and  have  no;  saw  and  see; 
teach  and  learn ;  went  and  gone ;  was  and  were ;  may  and 
can;  ran  and  run;  rang  and  rung;  sang  and  sung;  is 
and  are;  isn't  for  ain't;  those  and  them;  I  and  me. 


TOPICS  FOR  ORAL  COMPOSITION 
Centers  of  Interest 

1.  Religion. 

2.  Home.  3.  Pets.  4.  Toys  and  Games. 

5.  Trips.  6.  Special  Days.  7.  School. 

8.  Vacations.  9.  Street  Experiences.  10.  Nature. 

RELIGION 


What  My  Conscience  Tells  Me. 
How  I  Obeyed  My  Mother. 
My  Patron  Saint. 
How  I  Try  to  Please  Our  Blessed 
Mother. 


How  I  Pray  at  Mass. 

The  Lepers  Who  Did  Not  Thank 

Our  Lord. 
Keeping  Lent  Well. 


HOME 


Our  Baby. 

A  Baby  I  Know. 

When  Mother  Goes  Away. 

When  I  was  Sick. 
When  Company  Comes. 


Amusing  My  Baby  Brother. 
When  Bed  Time  Comes. 
When  Father  Comes  Home  from 
Work. 

A  Birthday  Surprise  for  Mother. 
What  Happened  when  I  Disobeyed 
Mother. 


A  Trick  My  Dog  Does. 
When  We  Sold  Our  Dog. 
My  Cat's  Trick. 


PETS 


How  I  Taught  My  Dog  to  Beg. 
How  I  Play  with  My  Dog. 
The  Mischief  Maker. 


How  Our  Kitty  Plays  with  Her  Tail. 


TOYS  AND  GAMES 


My  First  Toy 

Playing  House 

How  to  Make  a  Mud  Pie. 

Playing  School. 

Making  a  Kite. 

Making  a  Dress  for  My  Doll. 


Making  a  Snow  Man. 
A  Funny  Race. 
My  First  Party. 
The  Game  I  Like  Best. 
Learning  to  Roller  skate. 
Playing  Store. 


51 


TRIPS 


Our  Picnic  at  the  Park. 

Lunch  in  the  Woods. 

My  First  Ride  on  the  Train. 


My  Birthday. 
Getting  Ready  for  £ 
My  Best  Christmas 


Keeping  Our  School  Room  Neat. 
Why  I  Like  to  go  to  School. 
How  the  Ink  was  Spilled. 
The  Lesson  I  Like  Best. 


Coming  Home  on  the  Train. 
When  Mother  Took  Me  Shopping. 


I's  Birthday, 
at  Our  House. 


When  I  was  Tardy. 
A  Visit  to  the  Office. 
If  I  were  Teacher. 


SPECIAL  DAYS 

My  Friend 
Santa.  Christmas 
Present. 

SCHOOL 


VACATIONS 

Picking  Berries.  Learning  to  Swim. 

Our  Camping  Trip.  A  Fishing  Trip. 

STREET  EXPERIENCES 

A  Funny  Accident.  A  Lucky  Moment. 

Going  to  the  Store.  A  Lost  Child. 

Our  Peddler. 

NATURE 

An  Awful  Storm.  Feeding  the  Birds. 

What  the  Wind  Did  to  Me.  Why  I  Like  Winter  Best. 

Hints  and  Helps  for  the  Teacher. 

(a)  Accept  the  child's  efforts  no  matter  how  crude  they  may  be. 
(6)  Encourage  the  monosyllabic  child;   suggest  the  beginning  of 
sentences;  supply  the  needed  word. 

(c)  Restrain  but  do  not  repress  the  over-talkative  child.    Do  not 

allow  him  to  monopolize  the  time  of  the  class. 

(d)  Do  not  interrupt  the  child  nor  allow  others  to  do  so.  Errors 

of  speech  may  be  noted  and  corrected  later  through  the  in- 
strument of  the  language  game. 

(e)  Commend  the  child's  effort;  it  will  encourage  renewed  efforts. 

(f)  Establish  a  friendly  attitude  toward  criticism.    Let  your  criti- 

cism serve  as  a  model  for  the  child  to  imitate  in  his  criticism 
of  his  classmates.  Lead  the  children  to  see  what  is  good 
and  why  it  is  good. 

(g)  Train  the  child  to  address  his  classmates.    This  will  help  to  over- 

come the  belief  prevalent  among  children  that  they  recite 
to  the  teacher  alone. 

(h)  Make  participation  in  the  oral  composition  a  privilege  to  be 

desired  by  the  child — a  period  of  happy  spontaneous  expres- 
sion. 

52 


B.  Written  Composition.    On  blackboard  or  on  paper,  as  circumstances 
determine. 

1.  Aim:  Mastery  of  mechanics  needed  for  written  expression. 

2.  Material:  The  same  as  for  oral  expression. 

3.  Achievement:  (Review  work  of  previous  grades). 

(a)  Capitalization.    Titles  prefixed  to  proper  names,  as 

Aunt  Mary,  Cousin  James,  King  Cole,  Geographical 
names.  Names  of  people,  as  American,  Indian,  Ro- 
man, Greek.  Proper  adjectives,  as  Irish,  Scotch, 
French,  Polish,  German.  Superscription  on  an  en- 
velope. 

(b)  Punctuation.    Period  in  abbreviations  used  by  pupils 

of  this  grade;  superscription  on  an  envelope;  inter- 
rogation point;  apostrophe  in  contractions,  as  in 
the  work  in  reading  and  spelling;  also  in  possessives 
as  usually  occur  in  children's  compositions.  Comma 
after  salutation  in  a  letter,  as  shown  below. 
Dear  John, 


Your  friend, 

John  Cartier. 

(c)  Manuscript  form.    Titles  of  composition  in  center  of 

line.  Margin  at  left  edge  of  paper;  no  crowding  of 
words  at  right.  In  this  grade  no  words  divided  at  the 
end  of  a  line.  Letter  form  extended  to  include  the 
courteous  close. 
Suggestions :  Make  sure  at  the  outset  that  each  child  has 
a  well  established  idea  of  good  form,  both  on  the 
blackboard  and  on  paper.  Set  the  example.  Teach 
the  pupils  how  to  make  helpful  criticisms,  beginning 
first  with  the  larger  matters  of  composition. 

(d)  Dictionary   Work.    Accent  mark,   diacritical  marks, 

phonics,  alphabetical  arrangement  of  words  having 
initial  letter,  only,  alike. 

Note:  In  this  grade,  there  should  be  a  review  with  application  of 
all  phonetics  taught.  Difficult  words,  phrases  and  sentences  should 
be  selected  from  basal  and  supplementary  reading  lessons  and  drilled 
upon  during  phonetic  periods. 

C.  Spelling.  Determine,  by  means  of  preliminary  tests,  the  actual 
spelling  ability  of  the  class,  and  anticipate  their  spelling  needs. 
Train  the  pupils  not  to  take  chances,  but  to  know  positively 
whether  or  not  they  can  spell  the  words  they  wish  to  use.  Let 
them  experiment  with  different  methods  of  studying  their  spell- 
ing. The  teacher  should  keep  a  notebook  in  which  to  record  the 
words  which  give  trouble,  and  require  each  pupil  to  keep  a  similar 
record  of  the  words  which  trouble  him  individually.  The  words 
to  teach  to  a  given  class  or  pupil  are  the  words  which  he  will  other- 
wise misspell  in  the  daily  written  work.  There  can  be  no  fixed 
and  final  list  of  spelling  words  in  any  school.  Discover  what 
words  your  pupils  write,  and  make  sure  that  they  can  spell  them. 

53 


D.  Literary  Reading.    Literary  selections  may  be  presented  orally 
and  through  silent  reading.    In  addition  to  the  reproduction  and 
dramatization  of  from  three  to  six  stories  from  the  previous  year, 
children  should  be  held  responsible  for  four  new  stories,  and  five 
new  poems  as  a  minimum  requirement.    Do  not  use  stories  or 
poems  assigned  to  grades  above.    Any  poem  or  story  from  a  grade 
below  may  be  used,  provided  it  has  not  been  taken  previously. 
So  much  is  made  of  committing  to  memory  that  a  word  about  it 
is  necessary.    When  a  selection  is  properly  studied  memorizing  almost 
takes  care  of  itself. 

Every  month  complete  the  study  of  one  or  two  poems  by  having  them 
"learned  by  heart,"  and  recited.  Through  the  hearing,  discussing, 
illustrating,  repetition  of  lines,  copying,  dictation  exercises,  and  the 
various  other  uses  suggested,  the  poem  is  memorized  by  some  children 
in  the  class,  and  partly  by  all.  Learning  and  reciting  a  poem  in  this 
manner  is  of  immeasurably  greater  value  in  every  respect  than  the  mere 
learning  of  stanza  by  stanza  from  book  or  blackboard.  Have  frequent 
recitations  of  poems  thus  learned. 

The  teacher  should  read  to  the  class  selections  in  prose  and  poetry. 
Strive  to  cultivate  the  desire  to  make  reading  aloud  sound  much  like 
good  talking.    Let  the  reader  try  to  make  his  hearers  get  each  picture 
by  suitable  phrasing;  dramatization  often  helps  to  develop  the  meaning. 
Many  stories  and  poems  in  this  grade  should  first  be  presented  orally. 
Aims:  To  develop  power  in  language,  to  build  up  ideals,  to 
assist  the  reading. 

1.  Prose.  The  following  list  is  only  suggestive.  Each  teacher  is 
free  to  choose  other  selections.  Many  of  the  selections  in  the 
following  list  are  to  be  found  in  various  standard  readers. 

Little  Lame  Prince  Mulock 

Ali  Baba  and  the  Forty  Robbers .  Scudder 

Alice  in  Wonderland  Rand  McNally 

Sleeping  Beauty  Grimm's  Tales 

The  Bell  of  Atri  Longfellow 

Story  of  Grace  Darling  Baldwin 

Cornelia's  Jewels  Baldwin 

Betty  Zane  Evans 

Wonder  Book  Hawthorne 

Norse  Stories  Mabie 

Stories  of  Missionaries  in  the  New  World. 
United  States  History  Stories. 

Buttercup  Gold  Richards 

Moni  the  Goat  Boy  Spyri 

The  Story  of  Ruth  Bible 

Story  of  Father  Las  Casas  

Bible  Stories  in  Religion  Course  of  this  Grade. 
Good  Readers  suited  to  this  grade. 


Selections  for  Dramatization 


The  Bell  of  Atri 

The  Miller  of  the  Dee 


The  Coming  of  Hudson 
The  Boy  Who  Tried 


54 


2.  Poems. 

Suggestion :  It  is  suggested  that  one  of  the  American  (New 
England)  writers  be  chosen  as  the  poet  of  the  grade,  that  the 
pupils  may  become  familiar  with  the  biography  of  the  writer, 
and  a  few  of  his  best  poems.  Brief  excerpts  to  be  learned 
will  take  little  time,  and  the  children  like  to  learn  them.  An 
occasional  "Author's  Afternoon"  may  be  spent  profitably, 
in  which  the  children  give  short  quotations  from  his  works. 


Poets  Suggested  for  the  Grades 

Grade  Four  Henry  W.  Longfellow 

Grade  Five  John  G.  Whittier 

Grade  Six  Oliver  W.  Holmes 

Grade  Seven  William  C.  Bryant 

Grade  Eight  James  R.  Lowell 

Achievement:  Sufficient  acquaintance  with  at  least  ten  poems 
to  make  possible  intelligent  preference  among  them;  ability 
to  recite  five  of  the  starred  poems  from  memory. 

*The  Village  Blacksmith  Longfellow 

The  Children's  Hour  Longfellow 

Hiawatha  Longfellow 

Rain  in  Summer  Longfellow 

*Daybreak  Longfellow 

*Little  Jesus  Thompson 

The  Captain's  Daughter  Field 

*October's  Bright  Blue  Weather  .      H.  Jackson 

*September  H.  H.  Jackson 

Song  of  the  Brook  Tennyson 

*A  Child's  Thought  of  God  E.  B.  Browning 

*A11  Things  Bright  and  Beautiful  Alexander 

The  Wonderful  World  W.  B.  Rands 

The  Nativity  Father  Tabb 

*We  are  Seven  Wordsworth 

*The  Mother's  Quest  Father  Blunt 

The  Children  and  the  Angels  Mary  E.  Mannix 

Take  Care  Alice  Carey 

Guardian  Angel  Cardinal  Newman 

*A  Song  of  Our  Flag  Wilbur  Nesbit 

The  Star  Spangled  Banner  (2 stanzas)..  .Francis  S.  Key 


E.  Pictures.  Teach  the  children  to  read  pictures  not  to  describe 
them.  The  teacher  should  try  to  have  the  child  discover  the 
reason  that  prompted  the  artist  to  paint  the  picture,  and  should 
ask  him  to  suggest  a  name  for  the  picture  giving  his  own  reason 
for  the  picture  and  the  name  of  the  artist  should  then  be  given  by 
the  teacher.  Facts  of  the  life  of  the  artist  that  appeal  to  the 
child  should  be  told  to  them,  and  as  many  pictures  by  this  artist 
as  can  be  secured  should  be  shown.  Finally  the  story  of  all  the 
picture  tells  should  be  asked  for.  No  attempt  to  study  too  many 
pictures,  or  any  one  too  much  in  detail,  should  be  made. 

55 


SUGGESTED  PICTURES 


The  Boy  Columbus. 
Christmas  Subjects. 

Madonna  of  the  Chair  Raphael 

St.  Michael  and  Dragon  Raphael 

St.  Cecilia  Raphael 

The  Sower  Millet 

The  Angelus  Millet 

The  Last  Supper  De  Vinci 


Portrait  of  Henry  W.  Longfellow. 
Grammar. 

In  this  grade  the  child  can  be  led  through  his  use  and  study  of  the 
sentence  to  understand  what  is  meant  by  the  terms  subject  and  predi- 
cate. It  is  sufficient  for  him  to  know  that  what  is  being  talked  about 
is  subject  and  what  is  said  of  the  subject  is  called  the  predicate.  In 
much  the  same  method  the  child  may  come  to  an  understanding  of  the 
work  done  in  the  sentence  by  nouns  and  verbs. 

The  emphasis  in  English  in  this  grade  is  on  the  correct  use  of  the 
language.  The  teacher  is  teaching  not  to  import  technical  informa- 
tion but  to  awaken  interested  activity  in  the  correct  use  of  the  mother 
tongue.  The  work  in  Grammar  in  this  grade  is  to  be  considered  as 
largely  informal  and  of  secondary  importance. 

READING  IN  GRADE  IV 

Approximate  time  200  minutes  per  week 

Aims. 

1.  Interest  children  in  good  literature  by  having  teacher  or 
child  read  a  chapter  or  two  of  some  good  book  and  then  give  the 
members  of  the  class  an  opportunity  to  finish  the  book  independently. 

2.  Encourage  children  to  bring  copies  of  their  books  and  maga- 
zines such  as  The  Little  Missionary  and  the  Sacred  Heart  Messenger. 

3.  Encourage  reading  aloud  to  parents  and  friends. 

4.  Encourage  much  silent  reading  at  home  for  pleasure. 

5.  Keep  in  touch  with  what  children  are  reading,  through  class 
discussions  of  interesting  books  which  pupils  have  read. 

6.  To  increase  interest  in  current  events,  make  a  scrap  book  of 
clippings  and  pictures  from  newspapers  and  magazines. 

A.   Reading  for  Study. 

1.  Lead  children  to  observe  accurately  and  listen  attentively. 

2.  Have  children  follow  accurately  either  printed  or  written 
directions. 

3.  Lead  children  to  find  descriptions. 

4.  Develop  the  habit  of  finding  simple  quotations. 

5.  Have  the  children  find  the  part  of  the  selection  which  gives 
most  knowledge  of  a  certain  character. 

6.  Lead  children  to  judge  characters  in  a  story  giving  reason  for 
their  judgments. 

7.  Have  children  find  elements  of  time  and  place  in  selections. 

56 


B.   Reading  for  Recreation  or  Enjoyment 

1.  Have  children  compare  characters  in  stories  to  those  in  life. 
Have  them  select  chief  characters  and  minor  characters. 

2.  Have  children  select  appropriate  titles  for  a  story  or  for 
various  parts  of  a  story. 

3.  Lead  children  to  find  everything  said  by  one  person  through- 
out the  story,  also  questions  asked. 

4.  Lead  children  to  find  descriptions. 

5.  Have  children  find  the  part  of  the  selection  which  gives  most 
knowledge  of  a  certain  character. 

Use  of  Books. 

1.  Develop  skill  in  finding  titles  in  table  of  contents.  Teach 
these  points  only  in  the  most  simple  form. 

2.  Give  training  in  the  care  of  books  and  finding  pages  quickly. 

3.  Have  children  make  original  stories  about  pictures  and  combine 
into  a  booklet.  These  stories  may  be  read  to  the  class  or  to  another 
grade. 

A.  Silent  Reading. 

1.  Have  at  least  half  of  the  reading,  silent  reading. 

2.  Encourage  either  oral  or  silent  reading  merely  for  pleasure. 

3.  As  children  read  a  selection  silently,  suggest  that  they  list 
the  words  they  do  not  know.    From  these,  teacher  makes  general  list. 

4.  Encourage  pupils  to  reread  simple,  familiar  material.  Place  a 
time  limit  and  see  how  many  pupils  approach  the  standard  rate  for 
the  grade. 

5.  Have  silent  reading  on  projects  in  connection  with  Religion, 
History,  Geography,  etc. 

6.  Have  children  write  questions  on  selection  which  has  been 
read.  Other  members  of  the  class  read  the  questions  silently  and 
answer  them  orally. 

7.  Give  speed  drills  in  reading  for  thought.  Borrow  supple- 
mentary readers  from  lower  grades. 

B.  Oral  Reading. 

1.  Provide  audience  situations  for  oral  reading.  Occasionally 
require  a  summary  of  what  has  been  read  to  the  class  by  individual 
pupils. 

2.  Review  phonetic  rules  and  principles,  continuing  work  with 
polly syllabic  words,  with  opportunity  provided  for  application, 
Give  attention  to  syllabication  and  accent. 

3.  Drill  on  alphabetic  arrangement  of  words  having  the  same 
initial  letter.  (See  course  of  Study  in  English).  Emphasize 
purpose  of  words  in  heavy  type  at  top  of  page. 

4.  Lead  children  to  determine  meaning  of  unfamiliar  words  from 
context. 

5.  Make  word  books  in  preparation  for  dictionary  work. 

6.  Write  word  groups  and  sentences  on  the  board,  one  shown  at  a 
time.    After  short  exposure  have  children  reproduce. 

7.  Encourage  children  to  report  new  words  found  in  outside 
reading. 

57 


8.  To  increase  rate,  teacher  asks  for  certain  word  groups  which 
the  children  find  rapidly  then  one  child  reads  the  entire  sentence 
orally. 

9.  Have  the  children  make  lists  of  certain  kinds  of  words  as: — 
"time  words,"  "place  words,"  "descriptive  words,"  etc. 

10.  Give  drills  for  correct  use  of  unfamiliar  words  found  in 
context.  Simple  exercises  may  be  planned  by  having  sentences  pre- 
viously written  on  the  board  in  which  synonyms  are  used.  After 
drill  on  meaning  of  unfamiliar  words,  permit  children  to  see  sen- 
tences for  the  first  time  and  substitute  new  words  for  synonym. 

ENGLISH 
Grade  V 

Approximate  time  285  minutes  per  week 

Two  hundred  and  eighty-five  minutes  per  week  is  allowed  for  the 
work  under  English  Language  and  Grammar  of  this  grade.  Eighty 
minutes  of  this  time  is  to  be  given  to  the  topics  under  Grammar. 

Work  in  language  is  to  be  emphasized  for  the  acquisition  of  good 
habits  in  speaking  and  writing.  Train  for  facility  and  accuracy  in  use 
of  English.  It  is  skill  in  the  art  of  language  that  is  of  first  importance 
in  this  grade.  Make  the  children  interested  in  good  self  expression. 
The  Grammar  work  will  give  the  child  an  exact  and  true  idea  of  words 
with  their  real  names.  It  must  not  be  overdone,  nor  allowed  to  inter- 
fere with  the  constructive  work  in  language. 

I.  Grammar. 

The  Sentence.    Simple  sentences. 
Analysis.    Elementary  and  oral. 

(a)  Subject. 

(b)  Predicate. 

Simple  phrases.    Adjective  and  adverbial,  explaining  use,  not 
form.    Difference  between  phrase  and  sentence. 
The  Parts  of  Speech.    Continue  work  of  recognizing  and  defining 
parts  of  speech  from  office  they  perform  in  sentence. 

1.  The  Sentence.    The  short  sentence  should  be  the  unit  of 

work. 

(a)  Classes  on  basis  of  use. 

(b)  Punctuation  of  the  different  kinds. 

(c)  Subject  and  predicate.    (Use  sentences  about  nature, 

music,  history,  drawing,  etc.) 

(d)  Three  aspects  of  subject : 

"Who  (or  what)  does  something." 
"Who  (or  what)  is  something." 
"Who  (or  what)  has  something  done  to  him  (or  it)." 
(Teach  pupil  to  distinguish  complete  subject  and  predicate.) 

(e)  Ample  opportunity  for  drill  on  sentences  not  in  their 

natural  order. 

2.  Nouns — common  and  proper.    Teach  that  nouns  and  verbs 

are  the  TWO  PRINCIPAL  parts  of  speech,  since  they  are 
necessary  to  form  a  sentence. 

58 


3.  Verbs.    Special  attention  to  the  use  of  the  common  irregular 

verbs.  Drill  daily  on  the  correct  use  of  see,  do,  lie,  lay,  sit, 
set,  rise,  raise,  grow,  blow,  flow,  spoke,  broke,  broken, 
began,  begun.  The  lessons  on  correct  usage  are  most 
important. 

Verbs  should  be  taught  by  action  or  the  picture  of  action. 
Teach  verb  phrase. 

4.  Adjectives  and  Adverbs. 

II.  Composition. 

A.  Oral:  Original  stories  in  clear  sentences.  Emphasize  through- 
out on  using  good  sentences.  Five  sentences  requested. 
Let  voice  show  where  sentence  ends.  Vacation  stories; 
stories  from  a  picture;  dramatizing  the  story;  finishing 
the  story.  Conversation  lessons;  study  of  beautiful  word 
pictures  (poetry,  etc.).   Bible  stories,  lessons  in  Religion. 

Corrective  work  in  speech  must  be  accomplished  by  drill. 
Perception  cards  devised  by  teacher  may  be  used  for  the  rapid 
repetition  of  the  correct  form  in  sentences.  Drill  on  correct 
use  of  have,  with,  could,  should,  would,  might ;  of  ought  and 
ought  not;  pronoun  after  "it  is,"  "it  was";  shall,  will,  may, 
can.  Language  games  frequently. 
B.  Written. 

1.  Dictation.    Dictation  should  be  given  once,  and  only  once, 

repetition  invites  careless  attention.  Concentration 
should  be  one  product  of  dictation.  Clearness,  distinct- 
ness and  certainty  are  imperative  on  the  part  of  the 
teacher.  New  and  difficult  words  should  be  placed  on  the 
black-board.  Pupils  will  correct  their  own  papers  if 
dictation  is  taken  from  a  book  in  the  hands  of  all  the 
pupils,  or  is  placed  on  the  blackboard. 

2.  Copying. 

3.  Descriptions. 

4.  Original  Stories.    Some  of  the  stories  may  be  put  into 

class  storybooks. 

5.  Letter  writing. 

6.  Technicalities  of  written  expression. 

(a)  Capitals,  Review  work  of  grade  four.    Proper  names 

in  History  and  Geography. 

(b)  Punctuation.    Comma  to  set  off  clause  or  phrase 

out  of  natural  order.    Comma  in  series  of  words. 

(c)  Abbreviations.    A.M.,  P.M.,  A.D.,  B.C.,  D.D., 

Prof.,  M.D.,  Esq.,  and  other  common  degrees. 
U.S.A.  and  abbreviations  of  names  of  states. 

(d)  Dictionary  work.    Beginning  in  this  grade  every 

child  should  have  a  copy  of  the  dictionary  used 
in  the  school.  Review  work  of  the  fourth  grade, 
and  arrange  in  alphabetical  order  words  with 
unlike  initial  letters. 

HI.  Literature. 

A.  Prose.   The  aim  of  all  teachers  should  be  to  awaken  in  every 
child  a  love  for  good  literature.    The  literature  presented  to 

59 


children  in  the  fifth  grade  should  be  wisely  chosen  from  the 
best  writers.  Through  the  use  of  the  story  list  for  all  grades 
it  is  possible  for  teachers  to  make  a  wise  selection  of  the  stories 
to  be  read.  In  any  grade  it  is  a  good  plan  to  review  some 
of  the  reading  of  the  previous  grades.  Catholic  readers  that 
contain  complete  selections  offer  excellent  material  for  class  use. 

The  teacher  should  keep  in  mind  that  this  list  is  only  sug- 
gestive.   It  is  not  intended  that  all  stories  on  the  list  be  given 
nor  is  it  advisable  to  give  only  these  stories.    The  teachers  are 
free  to  choose  other  selections. 
(A  minimum  of  three  required  each  term.) 
*Stories  of  Catholic  Missionaries. 
*Story  of  Joan  of  Arc. 
Story  of  Father  Marquette. 
*Bible  Stories. 
Lives  of  the  Saints. 
Stories  of  Explorers. 

*Little  Lord  Fauntleroy  Burnett 

Robinson  Crusoe  Defoe 

Jackanapes  Ewing 

*Tanglewood  Tales  Hawthorne 

Story  of  Joseph  Bible 

The  Truth-Speaker  Crompton 

The  Legend  of  William  Tell  Knowles 

A  Story  of  Robin  Hood  Skinner 

The  Story  of  Tarcisius  Cardinal  Wiseman 

*Black  Beauty  Sewell 

*Bird's  Christmas  Carol  Wiggin 

David  and  Goliath  Bible 

Heidi  Spyri 


Christmas  at  the  Cratchit's. 
Saving  of  John  Smith's  Life. 
Columbus. 
B.  Poems. 

Class  Poet — John  Greenleaf  Whittier. 
Barbara  Frietchie.  *Corn  Song. 

*Barefoot  Boy.  Huskers. 
*In  School  Days. 


Citizen  of  the  World  Kilmer 

Old  Clock  on  the  Stairs  Longfellow 

Santa  Christina  Van  Dyke 

Battle  of  Blenheim  (read)  Southey 

*Star  Spangled  Banner  (Three  Stanzas)..  Key 

*America  (Four  Stanzas)  Smith 

The  Flag  Gges  By  Bennett 


Selections  for  Dramatization 


Fern  Song .  . 
Love  of  God 
My  Mother . 


Father  Tabb 
Father  Faber 
Father  Ryan 


60 


The  Sun's  Travels  Stevenson 

Our  Lord  and  Our  Lady  H.  Belloc 

God  in  the  Night  Father  Ryan 

A  Boy's  Song  James  Hogg 

Psalms  23, 129,  Magnificat.  St.  Luke  Verses  Chap.  1, 46-55. 
Christmas  Selections  for  December. 
Patriotic  Selections  for  February. 

*Spring  Thaxter 

Robert  of  Lincoln  Bryant 

Snow-Bound  Whittier 

Bob  White  Cooper 

The  Little  Brother  A.  Carey 

The  Sandpiper  Thaxter 

A  Child's  Wish  Father  Ryan 

*Month  of  Mary  Cardinal  Newman 

Our  Heroes  P.  Carey 

Trees  Kilmer 

*Heroes  D.  A.  McCarthy 

The  Bluebird  Emmily  Miller 

Starred  poems  to  be  memorized. 

IV.  Pictures. 

The  teacher  should  not  attempt  the  study  of  too  many  pictures 
nor  of  any  one  too  much  in  detail.  Take  the  picture  which  is  pre- 
ferred by  most  of  the  children  for  individual  study  by  the  whole  class. 
Provide  each  child  with  a  small  copy,  and  if  possible  secure  a  large 
copy,  the  largest  and  best  that  you  can  afford,  for  the  walls  of  the 
school  room. 

Madonna  and  Child  Murillo 

Children  of  the  Shell  Murillo 

Sistine  Madonna  Raphael 

The  Last  Supper  Da  Vinci 

Holy  Night  Correggio 

Christ  in  the  Temple  H  of  man 

Oxen  Ploughing  Rosa  Bonheur 

Torn  Hat  Sully 

The  Angelus  Millet 

Primary  School  in  Britany  Geoff roy 

The  Balloon  Dupre 

Pitching  Hay  Dupre 

A  Shepherdess  Knitting  Millet 

Pilgrim  Exiles  Houghton 

The  Boy  Columbus. 

A  Fascinating  Tale  Ronner 

Christmas  subjects. 


READING 
Grade  V 


Approximate  time  180  minutes  per  week. 
See  suggestions  under  Grade  IV. 

61 


ENGLISH 


Grade  VI 

Approximate  time  250  minutes  per  week. 

I.  Grammar. 

A.  The  simple  sentence. 

1.  How  distinguished  from  a  mere  collection  of  words. 
Drill  in  distinguishing  between  word  groups  that  are 

sentences  and  those  that  are  not  sentences. 

2.  The  essential  parts  of  a  sentence:  (1)  the  subject;  (2)  the 

predicate. 

3.  The  simple  subject  and  the  simple  predicate. 

4.  Drill  in  the  analysis  of  easy  simple  sentences.    Use  sen- 

tences in  the  inverted  order  as  well  as  those  in  the  direct 
order. 

B.  The  noun. 

1.  Proper. 

2.  Common. 

3.  Uses  of  the  noun.  Case. 

(a)  Simple  subject. 

(b)  Direct  address. 

(c)  Object. 

C.  The  personal  pronoun. 

D.  The  verb  and  the  verb  phrase. 

Not  more  than  one  auxiliary  word  to  be  used,  and  the  parts 
of  the  verb  not  to  be  separated. 

1.  The  adjective.    (Note:  The  use  of  the  possessive  as  an 

adjective  may  be  taught. ) 

2.  The  adverb.  Classes. 

3.  The  preposition  and  the  prepositional  phrase  used  as — 

(a)  an  adjective. 
(6)  an  adverb. 

4.  The  conjunction  taught  in  connection  with — 

(a)  the  compound  subject; 
(6)  the  compound  predicate. 

5.  The  interjection. 

6.  The  analysis  of  easy  sentences  containing  compound 

subjects  or  compound  predicates.  Use  only  sentences 
containing  a  limited  number  of  modifiers.  Do  not  use 
sentences  containing  more  than  two  phrases. 

7.  Give  pupils  practice  in  building  sentences  from  the  work 

of  the  day. 

II.  Composition. 

Attainment  in  English  at  the  end  of  the  Sixth  School  Year. 

The  following  points  have  been  suggested  as  what  normal 
children  may  be  expected  to  do  when  they  have  reached  the 
close  of  the  sixth  grade : 

(a)  To  arrange,  capitalize,  and  punctuate  correctly  an  original 

theme  of  from  six  to  eight  sentences. 

(b)  To  avoid  both  in  speech  and  in  writing  gross  errors  in 

grammar. 

62 


(c)  To  write  in  correct  form  a  simple  letter  to  a  friend,  or  a 

brief  business  letter.  The  use  of  " Gentlemen"  is  preferred 
to  "Dear  Sirs"  in  business  letters. 

(d)  To  spell  the  words  they  commonly  write. 

(e)  To  read  silently  and  after  one  reading  to  reproduce  the  sub- 

stance of  a  simple  story,  news  item,  or  lesson. 
(/")   To  quote  accurately  and  understandingly  several  short 

poems,  such  as  Bennett's  "The  Flag  Goes  By." 
(g)  To  quote  readily  and  intelligibly  news  items,  lessons  from 

the  textbooks  being  used,  or  literature  of  such  difficulty 

as  Dickens'  "Christmas  Carol." 

The  above  outline  is  not  to  be  regarded  as  a  complete  summary  of  all 
that  children  should  and  do  gain  from  the  study  of  reading  and  com- 
position. 

1.  Oral  Expression. 

The  "sentence  sense"  has  been  developed  through  five  years 
of  oral  composition  work.  If  properly  taught  children  have 
been  consciously  speaking  in  sentences.  They  should  be 
taught  enough  about  the  Subject  noun  and  the  Predicate  verb, 
including  verb  forms,  to  assist  them  to  understand  the  agree- 
ment of  verb  with  subject.  Present  and  past  tenses  may  be 
taught  by  way  of  helping  the  child  to  correct  his  mistakes. 

The  ten  minute  drill  should  be  used  as  frequently  as  possible ; 
to  make  automatic  the  use  of  correct  forms,  after  the  particular 
errors  of  a  class  have  been  discovered.  Correct  speech  games 
are  most  effective  for  this  purpose.  In  every  case  where  a 
correct  speech  game  is  used  its  exact  purpose  should  be  ex- 
plained to  the  class. 

Aim:  To  establish  correct  speech  habit  in  the  use  of  the 
nominative  case  of  pronoun  without  using  the  terminology. 
Games  to  correct  "me  and  him";  "I  seen  it";  "he  done  it;"  "I 
got  it  off  him";  "you  was  there";  "are  there  no  school";  "they 
was  too".  Much  drill  for  ear  training  on  subject  forms  as  "It 
is  I";  "It is  he";  "It  is  she";  "You  and  I";  "If  I  were  you";  etc. 

2.  Written  English. 

Minimum  requirement:  Six  or  seven  sentences  on  a  familiar 
subject  given  without  error,  arranged  in  order,  and  showing  a 
definite  beginning,  middle  and  end.    A  short  friendly  or  business 
letter  written  and  addressed  without  error. 
(a)  Technicalities. 

1 .  Capitals ;  proper  use  required  in  all  papers . 

2.  Punctuation;  comma  separating  name  of  person  ad- 

dressed. Caution  against  quotation  marks  in  in- 
direct quotation. 

3.  Abbreviation;  O.K.,  C.O.D.,  f.o.b.,  inst.,  ult.,  etc.,  e.g., 

viz.,  anon.,  mdse.,  Messrs. 

4.  Dictionary  work;  words  at  top  of  dictionary  page; 

diacritical  key.    Exercises  in  opening  the  dictionary 
readily  to  the  required  page.    Abbreviations  in  de- 
fining words:  n.,  a.,  v.,  adv.,  pron.,  sing.,  pi. 
63 


5.  Book  report. 

Title  of  book  read. 

Author's  name. 

Date  of  reading. 

It  is  the  story  of  

The  most  interesting  event  in  the  story  is  

The  characters  I  most  enjoyed  reading  about  were 


My  opinion  of  the  book  is  

Name 

Grade 

(b)  Letter  writing. 

Letters  of  friendship  may  be  written  to  friends  or  rela- 
tives, to  the  teacher,  or  to  pupils  of  another  grade,  in  reply 
to  letters  received  from  them.  Attention  should  be  given 
to  the  contents.  Pupils  should  acknowledge  letters  received 
with  some  reference  to  the  contents;  reply  to  the  inquiries 
of  a  friend;  include  in  the  answer  items  of  interest  to  the 
one  receiving  the  letter;  questions  the  writer  may  wish 
answered;  and  close  with  expressions  of  respect,  esteem, 
or  affection. 

See  "Letters  to  Children  Written  by  Famous  People." 

III.    Literary  Reading. 

Approximate  time  175  minutes  per  week. 

Literary  selections  may  be  presented  both  orally  and  through 
silent  reading. 

Aim:  To  become  familiar  with  the  best  pieces;  to  build  up 
ideals;  to  develop  the  vocabulary  both  in  study  and  in  expression; 
to  strengthen  the  reading  habit ;  to  develop  a  taste  for  good  litera- 
ture. 

Achievement:  Sufficient  acquaintance  with  at  least  ten  stories 
and  ten  poems  as  to  make  possible  intelligent  preference  among 
them;  to  be  able  to  recite  from  memory  in  clear  distinct  tones, 
and  with  intelligent  expression  five  of  the  starred  poems;  to  be 
able  to  tell  what  any  of  the  stories  is  about.    Pupils  should  read 
library  books,  mainly  at  home. 
Note :  Suggest  a  list  of  books,  and  do  not  permit  wasteful  or  harmful 
*  reading.    Teach  the  children  how  to  make  use  of  the  public  library, 
especially  the  branch.    It  is  of  utmost  importance  that  the  teacher  be 
familiar  with  the  books  suitable  to  her  grade.    A  list  of  books  suitable 
to  each  grade  will  be  found  at  the  end  of  the  course. 

SUGGESTIVE  LIST  OF  STORIES,  POEMS,  PICTURES 

1.  Stories  to  be  told  or  read, 
(a)  Bible  Stories : 

1.  Old  Testament.    Stories  from  work  in  this  grade  in 

Religion. 

2.  New  Testament.    Stories  from  work  in  this  grade  in 

Religion. 
(6)  Greek  Stories. 

64 


(c)  Legendary  Tales : 

Brian  Boru  William  Tell 

King  Robert  of  Sicily        The  Pied  Piper 
Rip  Van  Winkle 

(d)  Stories  of  real  life  (History,  Biography,  Fiction). 

(e)  Stories  of  American  Statesmen. 
(/)   Hero  stories. 

(g)  Stories  of  Animals. 

2.  Poems. 

Nature  should  be  grouped  under  three  heads,  autumn, 
winter  and  spring.  This  helps  greatly  in  bringing  out  the 
beauty  of  the  poem.  April,  May  and  June  are  the  months 
for  poems  dealing  with  budding  life;  September  and  October 
for  those  dealing  with  declining  life.  Teach  poems  in  season. 
Many  of  our  beautiful  hymns  may  well  be  read  as  poems  and 
even  memorized.  Scatter  many  of  them  through  the  year. 
Too  many  hymns  are  sung  as  mere  words.  Every  day  give  a 
few  moments  to  the  discussion  of  some  beautiful  poetic  gem. 
This  will  lead  to  unconscious  memorizing.  Let  the  children 
bring  to  class  a  short  poem  which  they  have  read.  Devote 
one  period  a  week  to  authors.  Pupils  may  memorize  a  few 
lines  from  one  of  his  works,  give  the  name  of  the  poem  and  of  a 
few  of  his  other  works.  Allow  the  pupils  to  select  their  own 
quotations  for  memorizing.  Six  poems  should  be  memorized 
each  year  from  the  list. 

Class  Poet — Oliver  Wendell  Holmes. 

The  Last  Leaf.  Opening  of  the  Piano. 

*The  Chambered  Nautilus.  Lexington. 
*01d  Ironsides. 

Grandmother's  Story  of  Bunker  Hill. 


Seasonal  Poems. 

Summer: 

A  Day  in  June  (Vision  of  Sir  Launfal) .  .  Lowell 

*Trees  Joyce  Kilmer 

September  Helen  H.  Jackson 

Barefoot  Boy  Whittier 

Autumn: 

♦October's  Bright  Blue  Weather  H.  H.  Jackson 

The  Fringed  Gentian  Bryant 

Corn  Song  Whittier 

The  Huskers  Whittier 

*  Death  of  the  Flowers  Bryant 

Robert  of  Lincoln  Bryant 

The  Whip-poor-Will  Van  Dyke 

The  Planting  of  the  Apple  Tree  Bryant 

Woodman  Spare  that  Tree  G.  P.  Morris 

Winter: 

*Snowflakes  Longfellow 

65 


Snow-Bound  Whittier 

Vision  of  Sir  Launfal  (Prelude  II)  Lowell 

Spring: 

Vision  of  Sir  Launfal  (Prelude  I) 
*The  Dandelion  

The  Brook  Song  

Daffodils  

*Flower  in  the  Crannied  Wall .  .  . 

To  a  Butterfly  

Christmas: 

Peace  on  Earth  Lowell 

Ring  Out,  Wild  Bells  Tennyson 

The  Three  Kings  Longfellow 

While  Shepherds  Watched  Their  Flocks .  Nathan  Tate 

The  Repose  in  Egypt  Agnes  Repplier 

♦Little  Jesus  Thompson 

Character  Building  Poems: 
*The  Choir  Invisible .  .  . 
The  Village  Blacksmith 

The  Psalm  of  Life  

Heaven  is  not  Gained .  . 
Excelsior  


Poems  about  Children: 

The  Children's  Hour  Longfellow 

The  Wreck  of  the  Hesperus  Longfellow 

Boston  Boys  Nora  Perry 

The  Leak  in  the  Dike  Phoebe  Cary 

The  Lamplighter  Stevenson 

♦Little  Boy  Blue  Field 

♦A  Child's  Thought  of  God  Elizabeth  Browning 

The  First  Snow-Fall  Lowell 

Hiawatha's  Childhood  Longfellow 

To  be  read  to  the  Children  or  by  the  Children: 

♦America  Smith 

*Star  Spangled  Banner  (Required)  Key 

A  Song  for  the  Flag  McCarthy 

Tubal  Cain  Mackay 

Today  Carlyle 

Four  Things  Henry  Van  Dyke 

The  Lost  Chord  Adelaide  Proctor 

♦The  Real  Presence  McCarthy 

My  Beads  Rev.  Abram  Ryan 

*What  is  Good  John  Boyle  O'Reilly 

*In  the  Tomb  Rev.  Hugh  F.  Blunt 

*Psalms  1-8-60-66  (Memorize  2)  Bible 

Hohenlinden  Campbell 

Incident  of  the  French  Camp  Browning 

The  Burial  of  Moses  Alexander 

Stories  from  Homer  and  Virgil  Alfred  J.  Church 

Battle  of  Blenheim  Southey 

66 


Lowell 
Lowell 

James  W.  Riley 
Wordsworth 
Tennyson 
Wordsworth 


Louise  Guiney 
Longfellow 
Longfellow 
Holland 
Longfellow 


How  They  Brought  the  Good  News  From 

Ghent  to  Aix  Browning 

Legend  of  Saint  Christopher  H.  H.  Jackson 

Song  of  the  River  Father  Ryan 

Selections  for  Dramatization. 

The  Miraculous  Pitcher  King  of  the  Golden  River 

Betsy  Ross  Barbara  Frietchie 

3.  Pictures. 

Under  this  head  the  teacher  will  have  the  pupils  study 
pictures,  not  for  art's  sake  alone,  but  as  a  means  for  better 
expression.  A  picture  contains  a  story,  just  as  a  printed  narra- 
tive does.  The  picture  reveals  its  story  only  to  those  who 
know  how  to  read  it.  Reading  pictures  is  an  art  to  be  taught 
and  learned.  Naming  the  objects  in  a  picture,  or  telling  what 
one  sees  in  it,  or  describing  it  is  not  reading  the  picture,  and 
children  should  not  be  permitted,  much  less  encouraged  to 
talk  about  pictures  in  this  way.  They  must  be  taught  to 
READ  a  picture  as  one  reads  a  story.  A  good  plan  is  to 
name  one  or  more  famous  pictures  for  study  in  each  month 
during  the  school  year,  so  that  when  a  pupil  has  completed 
the  elementary  course  he  will  know  something  about  more 
tnan  sixty  of  the  world's  masterpieces  of  art. 


Sermon  on  the  Mount  H  of  man 

Christ  Preaching  from  the  Boat  H  of  man 

Christ  and  the  Doctors  H  of  man 

Divine  Shepherd  Murillo 

Arrival  of  the  Shepherds  Lerolle 

Infant  Samuel  Reynolds 

St.  Michael  and  Dragon  Reni 

The  Gleaners  Millet 

The  Shepherdess  .Lerolle 

The  Mill  Ruysdael 

Pilgrims  Watching  the  Return  of  the 

Mayflower  Boughton 


ENGLISH 
Grade  VII 

Approximate  time  250  minutes  per  week 

I.  Grammar. 

Aim:  A  more  intensive  study  of  the  sentence,  and  of  the  parts  of 
speech  should  be  insisted  upon.  "The  test  of  a  pupil's  knowledge 
of  grammar  should  be  his  ability  to  make  use  of  it  in  speech 
and  writing. 

Objectives: 

To  classify  sentences. 

To  distinguish  readily  between  sentences  and  clauses,  between 
clauses  and  phrases. 

67 


1.  Sentences:  Review  sentences  classified  as  to  their  meaning,  parts 

of  speech  studied  previous  year.  The  review  work  to  be 
carried  on  throughout  the  term  should  be  considered  quite 
as  much  a  part  of  the  work  of  the  grade  as  the  new  topics 
outlined. 

There  should  be  daily  drill  and  practice  in  building  sentences. 

Note:  Make  lists  of  sentences  from  written  work  of  pupils;  to 
show  how  they  might  be  combined;  to  show  how  an  attempt  has 
been  made  to  combine  sentences  that  do  not  belong  together;  to 
show  how  the  omission  of  a  subject  or  a  predicate  has  made  the  sup- 
posed sentence  a  mere  group  of  words. 

2.  Analysis  of  easy  sentences. 

Note:  Use  diagramming  conservatively,  and  only  to  aid  in  making 
clearer  ideas  of  relationship. 

3.  Classification  of  parts  of  speech. 

4.  A  detailed  study  of  the  adjective;  (a)  definition;  (6)  comparison. 

5.  Appositive — emphasis  on  case. 

6.  Direct  object  or  object  complement;  objective  complement. 

7.  Transitive  and  intransitive  verbs. 

8.  Copulative  verbs  and  their  attribute  complements. 

9.  Active  and  passive  voice  of  verbs;  drill  on  changing  from  one 

to  the  other;  no  work  on  conjugation. 

10.  The  indirect  object. 

11.  The  Clause. 

(a)  Definition. 

(b)  Classified. 

1.  Principal. 

2.  Subordinate. 

(a)  Adjective. 

Words  introducing  adjective  clauses. 
Practice  in  interchanging  adjectives,  adjec- 
tive phrases  and  adjective  clauses. 

(b)  Adverbial. 

Words  introducing  adverbial  clauses. 

1 2 .  The  Sentence  classified  as  to  form : 

(a)  Simple. 
(6)  Complex. 

(c)  Compound. 

13.  The  Conjunction. 

(a)  Co-ordinate. 

(b)  Subordinate. 

(c)  Correlative. 

14.  The  analysis  of  simple  sentences  containing  not  more  than  two 

phrases;  of  complex  sentences  containing  not  more  than 
one  subordinate  clause;  of  compound  sentences  containing 
not  more  than  two  clauses. 

II.  Composition. 

In  the  seventh  grade  and  eighth  at  least  one  half  of  the  work 
should  be  oral.  It  should  be  remembred,  however,  that  it  is 
talking  to  some  purpose  that  counts.  Clear  enunciation  and 
correct  pronunciation  are  essential.    Stress  the  importance  of 

68 


pronouncing  all  the  syllables  in  a  word,  and  of  sounding  the 
final  consonants.  Require  the  pupils  to  speak  clearly  and 
distinctly,  and  loud  enough  to  be  heard  in  all  parts  of  the  room. 
All  recitations  are  regarded  as  recitations  in  English.  Written 
expression  should  be  called  for  when  oral  work  has  prepared 
the  way  for  it. 

1.  Oral.    (Five  periods  weekly.) 

Aim:  The  principal  aim  of  oral  English  is  to  increase  the 
children's  ability  to  speak  clearly  and  to  the  point,  and 
to  foster  the  habit  of  doing  so;  to  enlarge  the  vocabulary; 
to  develop  the  sentence  sense ;  and  to  apply  their  knowledge 
of  technical  grammar.  Frequent  oral  composition,  six  or 
seven  well  constructed  sentences  in  paragraphs,  based  on 
reading,  observation,  personal  experience,  stories  and 
anecdotes. 

2.  Written. 

Two  written  compositions  weekly,  including  descriptions, 
expositions,  imaginative  stories,  school  activities,  timely 
topics,  and  friendly  letters  written  and  addressed  without 
error.  The  teacher  should  be  very  careful  not  to  allow 
pupils  to  choose  subjects  that  will  tend  to  lead  them  beyond 
their  own  experiences,  and  this  make  their  stories  unreal. 
Dunng  the  seventh  grade  all  compositions  should  be  corrected 
with  this  main  point  in  mind — the  ability  of  pupils  to  recog- 
nize the  sentence  as  they  write. 

Note  1 :  Criticizing  Composition. 

Children  must  be  lead  to  criticize  intelligently,  and  must 
be  taught  to  appreciate  the  good  points  in  written  work, 
as  well  as  to  detect  mistakes. 
Suggestive  plan  for  correction  of  work  by  pupils. 

(a)  After  reading  what  has  been  written  on  the  blackboard 
tell  one  thing  which  makes  it  interesting  to  you. 

(b)  What  words  make  the  meaning  clearer  to  you? 

(c)  Are  any  of  the  expressions  new  to  you? 

(d)  Select  a  sentence  and  tell  why  you  like  it  or  do  not 
like  it. 

(e)  Have  any  incorrect  expressions  been  used? 

(/)  Are  there  any  errors  in  capitalization,  punctuation  or 
spelling. 

Note  2:  The  following  form  should  be  required  for  written 
compositions. 

1.  Title  on  the  first  line. 

2.  Capitalize  important  words. 

3.  Place  no  period  after  title. 

4.  Leave  one  blank  line  between  the  title  and  the  com- 
position. 

5.  Leave  a  left-hand  margin  of  one  inch. 

6.  Leave  a  right  hand  margin  of  one-half  inch. 

7.  Indent  each  paragraph  one-half  inch. 

8.  Write  name,  grade,  date  in  upper  right  hand  corner. 

69 


A.  Technicalities. 

Review  and  give  simple  practice  in  the  use  of  capitals 
and  marks  of  punctuation  outlined  for  the  preceding  grades. 
Emphasize  according  to  the  needs  of  your  class  the  techni- 
calities supposed  to  have  been  taught  before  the  students 
enter  this  grade.    Test  by  frequent  dictation. 

(1 )  Capitals :  Require  proper  use  in  all  written  work. 

(2)  Punctuation:  Comma  to  set  off  a  part  from  the 
rest  of  the  sentence,  expressions  in  apposition; 
to  set  off  connecting  adverbs  introducing  sentences 
as  finally,  moreover,  first;  to  separate  parenthetical 
parts  from  rest  of  sentence. 

(3)  Abbreviations:  Ph.D.,  D.D.,  Gen.,  Lieut.,  U.S.M., 
Capt.,  C.O.D.,  O.K.,  i.e.,  viz.,  pro  tern.,  anon.,  mdse., 
of.,  ult.,  f.o.b.,  etc.,  id.,  va.,  q.v. 

(4)  Dictionary  work :  Continue  the  practice  in  dictionary 
work  suggested  in  previous  grades.  Meaning  of  the 
following  abbreviations;  syn.,  obs.,  colloq.,  naut., 
orig.,  synonyms  and  antonyms.  Teach  the  pupils  to 
utilize  the  sentences  given  in  the  dictionary  to  illus- 
trate the  meaning  of  words,  and  to  select  a  definition 
which  they  understand  and  which  applies  to  the 
context  in  which  the  word  is  found. 

Literature. 

Four  periods  weekly. 

Approximate  time  150  minutes  per  week. 

The  end  and  aim  of  the  study  of  literature  is  general  culture, 
elevation  of  character  and  development  of  sensitive  value  of 
words,  pleasure  and  enjoyment  of  the  masterpieces  of  great 
minds.  Whether  or  not  the  children  read,  and  what  they 
read,  after  they  leave  school,  depends  largely  on  the  amount 
of  pleasure  they  have  found  in  their  daily  reading  lesson.  Their 
choice  of  reading  matter  will  be  in  proportion  to  the  power  the 
school  has  given  them  to  discriminate,  understand,  appreciate, 
and  enjoy  the  good  things  in  literature  which  are  available  for 
grammar  school  children. 

For  class  work  in  Grade  Seven  some  of  the  shorter  poems  of 
Longfellow  and  Whittier:  Miles  Standish,  Evangeline,  The 
Great  Stone  Face,  Rip  Van  Winkle,  The  Legend  of  Sleepy 
Hollow,  Treasure  Island,  The  Gold  Rug,  Stories  of  King  Arthur, 
and  the  Jungle  Books  are  of  about  the  right  grade  difficulty  for 
general  reading. 

The  treacher  should  use  the  grade  library  as  an  inducement 
to  the  pupils  to  form  the  acquaintance  of  public  libraries. 
The  grade  library  will  bring  the  right  books  within  reach  of 
pupils  too  young  to  select  for  themselves ;  it  will  inspire  the  habit 
of  using  good  books. 

A  suggestive  list  of  books  for  each  grade  will  be  found  at  the 
end  of  this  course. 

1.  Prose. 

Legend  of  Sleepy  Hollow  Irving 

The  Great  Stone  Face  Hawthorne 

70 


Cricket  on  the  Hearth  Dickens 

William  Tell  Schiller 

King  Arthur  and  His  Knights. 
Story  of  Esther. 

Stories  from  Old  and  New  Testament.    Consult  Religion 
Course  for  this  grade. 

2.  Poetry. 

Many  excellent  stories  have  been  embodied  in  narrative 
verse. 

Children  should  acquire  the  habit  of  memorizing  the  choice 
bits  in  all  literature  studied.    The  teacher  is  free  to  choose 
other  selections  not  suggested  in  the  list.    Three  poems 
should  be  memorized  each  half  year  from  the  list. 
Class  Poet — William  Cullen  Bryant. 
The  Song  of  Marmion's  Men. 
*To  the  Fringed  Gentian. 
♦March.    The  Yellow  Violet. 
The  Death  of  the  Flowers. 
The  Planting  of  the  Apple  Tree. 
*To  a  Waterfowl. 


♦Quality  of  Mercy  Shakespeare 

♦Columbus  Miller 

Roses  Joyce  Kilmer 

The  Dream  of  Columbus  McCarthy 

The  Sign  of  the  Cross  Cardinal  Newman 

♦The  Light  of  Bethlehem  Father  Tabb 

The  Flag  Goes  By  Bennett 

Flag  of  My  Land  T.  A.  Daley 

♦Star  Spangled  Banner  (required)  F.  S.  Key 

Psalms  119, 120, 150  (Memorize  Two) .  .  Bible 

Columbus  at  the  Convent  Trowbridge 

Autumn  Song  Father  Tabb 

The  Rosary  Joyce  Kilmer 

♦Evangeline  (to  be  read)  Longfellow 

America  for  Me  Henry  Van  Dyke 

The  Legend  Beautiful  (to  be  read)  Longfellow 

To  be  read  by  the  children: 

King  Robert  of  Sicily  

Bell  of  Atri  Longfellow 

Evangeline  Longfellow 

Charge  of  the  Light  Brigade  Tennyson 

Skipper  Ireson's  Ride  Whittier 

Selections  for  dramatization. 
Christmas  Carol. 
Courtship  of  Miles  Standish. 


Pictures. 

Note.:  "Picture  Study  in  Elementary  Schools"  by  Mrs.  L.  L. 
Wilson,  Ph.D.,  will  be  found  very  helpful. 

71 


Sir  Galahad  Correggio 

Joan  of  Arc  Lepage 

Arrival  of  the  Shepherds  Lerolle 

Resurrection  Plockhurst 

Spring  Corot 

The  Sower  Millet 

The  Golden  Stair  Burne- Jones 

At  the  Watering  Trough  Dagnan-Bouveret 

End  of  Day  Adam 

Song  of  the  Lark  Breton 

The  Horse  Fair  Bonheur 

The  Mill  Rembrandt 

The  Assumption  Titian 

Sistine  Madonna  Raphael 


ENGLISH 
Grade  VIII 

Approximate  time  250  minutes  per  week 

I.  Grammar. 

The  following  topics  embrace  all  the  grammatical  knowledge 
that  the  elementary  school  child  needs : 

1.  Subject  and  predicate. 

2.  Classes  of  sentences  according  to  meaning. 

3.  The  parts  of  speech  and  their  uses. 

4.  Noun,  adjective  and  adverbial  phrases  and  clauses. 

5.  Sentences  classified  according  to  form. 

6.  Analysis  of  simple  sentences  containing  not  more  than  two 
phrases. 

7.  Analysis  of  compound  sentences  containing  two  simple  clauses. 

8.  Analysis  of  complex  sentences  containing  one  dependent  clause. 

9.  Synthesis  or  combination  of  two  or  three  short  sentences  con- 
taining related  ideas  into  one  sentence  of  appropriate  form. 

10.  Principal  parts  of  verbs,  to  be  studied  not  so  much  by  lists  as 
by  drills  in  the  use  of  the  past  tense  and  the  participle  in  sentence. 

11.  Conjugation  in  the  indicative  mood,  including  verbals  treated 
as  parts  of  speech  according  to  their  use  in  sentence. 

12.  Declension  of  relative  and  personal  pronouns. 

"The  test  of  a  pupil's  knowledge  of  grammar  should  be  his 
ability  to  make  use  of  it  in  speech  and  writing." 

1 .  Review  work  outlined  for  the  seventh  grade. 

2.  Inflection  of  pronouns.  (Review). 

(a)  Gender  (treat  briefly). 

(b)  Number  (treat  briefly). 

(c)  Person. 
(<J)  Case. 

3.  Nonimative  Case. 

(a)  Subject  (emphasize). 

(b)  Predicate  nominative. 

(c)  Direct  address. 

(d)  Appositive. 

72 


4.  Objective  Case. 

(a)  Direct  object  of  verb. 

(b)  Object  of  preposition. 

(c)  Objective  complement. 

(d)  Indirect  object. 
(c)  Appositive. 

5.  Possessive  Case. 

Note:  The  pupil  will  have  learned  the  spelling  and  use  of  the  posses- 
sive in  the  lower  grades.  Emphasis  on  possessive  forms  as  possessive. 

6.  Pronouns  classified. 

(a)  Personal  (review  declensions). 
Reflexive. 

(b)  Relative;  declension. 

(c)  Interrogative. 

7.  Parsing  of  nouns. 

1.  Verbs. 

(a)  Classification  as  to 

(1)  Form,  regular  and  irregular. 

(2)  Meaning,  transitive  and  intransitive. 

(3)  Use,  principal  and  auxiliary. 

(b)  Person. 

(c)  Number. 

(d)  Agreement. 

(e)  Tense. 

(/)   Principal  parts. 

(g)  Review  voice. 

(h)  Subjunctive  forms  in  common  use. 

Note:  Teach  the  conjugation  of  the  verb  "to  be"  in  all 
modes  and  voices. 

(i)  Correct  use  of  shall  and  will. 

Note:  Drill  on  irregular  verbs  commonly  misused;  as 
lie,  lay,  sit,  set,  come,  go,  etc. 

2.  Verbals,  treated  as  parts  of  speech  in  sentence. 

(a)  Infinitive;  its  uses. 

(1)  as  a  noun. 

(2)  as  an  adjective. 

(3)  as  an  adverb. 

(6)  The  participle  present  and  perfect;  its  nature  and  use 
(adjective). 

(c)  The  gerund;  the  use  of  the  possessive  before  the  gerund. 

3.  The  infinitive  phrase. 

4.  Analysis  of  sentences  with  noun  clauses.    Select  only  easy 

sentences. 

II.  Composition. 

1.  Oral. 

Aims:  In  general  the  same  as  for  grade  seven.  Pupils  of 
grade  eight  should  be  able  to  stand  in  an  easy  posture  before 
the  class,  and  talk  for  a  minute  or  two  upon  a  familiar  subject,  in 
simple,  clear,  grammatical  English. 

||-If  they  talk  for  two  minutes  they  use  more  words  than  they 
would  if  they  wrote  for  ten  minutes.    Ideas  should  be  stated 

73 


in  natural  order.  Words  should  be  used  accurately.  Pupils 
should  be  required  to  speak  distinctly,  and  loud  enough  to 
be  heard  in  all  parts  of  the  room. 

(a)  Subjects  for  Oral  Composition. 

(1)  Narration. 

(2)  Personal  Experience. 

(3)  Simple  Debate. 

(4)  Current  Events. 

(5)  Book  Reports. 

(6)  Declamation. 

(7 )  Dramatization . 

(b)  Outline  for  Criticism. 

(1)  Praise  the  good  things  before  attacking  the  errors. 

(2)  Lead  pupils  to  look  for  the  good  points  in  the  oral  work 

of  their  classmates. 

(3)  Be  sure  to  commend  real  effort. 

(4)  Encourage  self  correction. 

(5)  Do  not  attempt  to  correct  all  the  errors  in  a  faulty 

recitation. 

(6)  At  least  half  of  the  work  in  English  should  be  oral. 

(c)  Book  Reports. 

Occasional  roll  call  on  books  last  read,  in  which  pupil 
gives  name  of  book  and  of  author. 
Title  of  book. 
Name  of  Author. 

Principal  characters  (not  over  four). 
Personal  estimate  of  story. 

Would  you  recommend  the  book  to  other  members  of 
the  class?  Why? 

Literature. 

Four  periods  weekly. 

Approximate  time  140  minutes  per  week. 

A  reasonable  range  of  material  in  this  grade  is  offered  by  the 
shorter  poems  of  Lowell,  Tennyson,  Riley,  Field,  Kilmer  and 
Thompson;  Snowbound,  The  Vision  of  Sir  Launfal,  King  Robert 
of  Sicily,  Horatius,  Norse  Myths,  Rebecca  of  Sunnybrook  Farm, 
Ranklin's  Autobiography,  The  Perfect  Tribute,  and  The  Other 
Wise  Man. 

1.  Stories. 

(a)  From  the  lives  of  the  Saints.    Such  stories  will  be  an  in- 
spiration to  the  children  and  offer  food  for  deep  thought. 

To  be  read  to  or  by  the  children. 

Saint  Sebastian  (shot  through  and  through  with  arrows). 

Saint  Lawrence  (tortured  on  a  gridiron). 

Saint  Paul  (boldly  claiming  his  right  to  decapitation). 

Saint  Peter  (beeping  to  be  crucified  head  down). 

Young  Pancratius  (calmly  waiting  the  attack  of  the  hungry 

leopards). 
Saint  Cecilia  (dying  on  the  rack). 
Saint  Agnes  (standing  before  her  pagan  judge). 
74 


/ 


(6)  A  Man  Without  a  Country 

The  Perfect  Tribute  

The  Other  Wise  Man  

A  Christmas  Carol  

Story  of  Judith  

Rip  Van  Winkle  

Legend  of  Sleepy  Hollow .  . 

Story  of  David  

The  Blue  Flower  

Definition  of  a  Gentleman . 
The  Martyr  of  Molakai .  .  . 


.  Van  Dyke 
Cardinal  Newman 
Stoddard 


Hale 
Andrews 
Van  Dyke 
Dickens 
Bible 


Irving 
Irving 


Bible 


Selections  for  Dramatization. 
Evangeline. 
Merchant  of  Venice. 
Bird's  Christmas  Carol. 

2.  Poems. 

Some  of  the  poems  or  parts  of  them  should  be  memorized. 
In  some  cases  the  teacher  should  make  the  assignment,  in 
others  the  class  may  decide,  or  individuals  may  be  encouraged 
to  choose  passages  which  appeal  to  them.  Pupils  will  be  held 
repson^ible  for  four  new  stories  and  four  new  poems  as  a  mini- 
mum acquirement.  Teachers  are  free  to  choose  any  poem 
listed  in  a  grade  below,  which  has  not  been  taken. 
Class  Poet — James  Russell  Lowell. 

Vision  of  Sir  Launfal  (to  be  read).    Memorize  at  least  ten  lines. 
The  Hermitage. 
The  First  Snowfall. 


Memorial  Day  Joyce  Kilmer 

Main  Street  Joyce  Kilmer 

Hoofs  Joyce  Kilmer 

Crossing  the  Bar  Tennyson 

Flower  in  Crannied  Wall  Tennyson 

Snow  Bound  (to  be  read)  Whittier 

Memorize — Morning,  Evening, 
A  Creed  of  Americanism  (to  be  studied). .  .  .W.  H.  Kelter 
Address  at  Gettysburg  (to  be  memorized) .  .  .  Lincoln 

Recessional  Kipling 

Faith  Father  Faber 

Decoration  Day  Rev.  D.O.  Crowley 


Gradatim  

A  Song  for  the  Flag  

Self  Control  

Star  Spangled  Banner  

Opportunity  

Sonnet  to  Saint  Joseph  

Sonnet  to  the  Blessed  Virgin 

In  Flanders  Fields  

America  


Holland 
McCarthy 
Newman 


Sill 

Father  Russell 
Wordsworth 
John  McRae 
Smith 


75 


IV.  Pictures. 

In  this  grade  the  pictures  are  to  be  studied  in  a  manner  that 
will  acquaint  the  pupils  with  some  of  the  great  paintings  and 
awaken  a  sincere  liking  for  the  best  things  in  art;  to  familiarize  the 
pupils  with  the  best  article. 

"Show  the  pupils  a  number  of  pictures  of  the  Madonna.  Take 
the  picture  the  most  of  the  pupils  prefer  for  the  individual  study 
of  the  entire  class.  Provide  each  with  a  copy,  and  if  possible  se- 
cure a  large  copy  for  the  walls  of  the  classroom."    (Small  pictures 


may  be  had  for  a  cent  a  piece.) 
Castle  San  Angelo. 
The  Colesseum,  Rome. 
The  Pantheon. 

St.  Michael  and  the  Dragon  Raphael 

Christ  and  the  Doctors  H  of  man 

Christ  Knocking  at  the  Door  Reynolds 

Christ  in  Gethsemane  H  of  man 

On  the  Way  to  Emmaus  Plockhurst 

Christ  and  the  Rich  Young  Man  Hofman 

The  Consoling  Christ  Reynolds 

The  Last  Supper  Leonardi  de  Vinci 

The  Frieze  of  the  Prophets  Sargent 

Pictures  of  the  Madonna. 

Sistine  Madonna  Raphael 

The  Madonna  Bouguereau 

Madonna  della  Sedia  Raphael 

Madonna  of  the  Louvre  Botticelli 

Madonna  of  the  Meyer  Family  Holbein 

Madonna  and  Child  Murillo 

Madonna  and  Child  Dagnan-Bouveret 

Signing  of  the  Declaration  Trumbull 

The  Surrender  of  Burgoyne  Trumbull 

Song  of  the  Lark  Breton 

Descent  from  the  Cross  Rubens 


APPENDIX  L 
LITERATURE 
Grades  VI,  VII,  VIII 

Hints  and  Helps  for  the  Teacher. 

Interest  children  in  good  literature  by  having  teacher  or  child  read 
a  chapter  or  two  of  some  good  book  and  then  give  the  members  of  the 
class  an  opportunity  to  finish  the  book  independently. 

Keep  children  in  touch  with  varied  types  of  reading  such  as  hero 
stories,  bible  stories,  travel,  history,  fiction,  biography  and  humorous 
stories.    Call  attention  to  authors,  illustrators,  etc. 

Stimulate  interest  in  reading  library  books  by  writing  on  the  board 
at  frequent  intervals  a  list  of  several  worth  while  books  for  the  children 
to  read  independently. 

Assign  poem  to  entire  class  for  silent  reading.  Select  several  children 
to  read  stanza  which  each  has  enjoyed. 

76 


Encourage  pupils  to  bring  copies  of  their  books  and  magazines,  such 
as  Maryknoll  Junior,  The  Little  Missionary  and  the  Sacred  Heart 
Messenger.  These  may  be  read  and  enjoyed  by  the  whole  group  before 
the  opening  of  the  session  or  when  work  is  finished. 

Develop  the  habit  of  keeping  an  individual  record  of  all  the  books, 
short  stories,  poems  and  magazine  articles  read  by  pupils.  Insist  upon 
exact  title,  author  and  source  being  noted.  Contests  may  stimulate 
this  work. 

Encourage  pupils  to  draw  books  from  the  public  library  for  project 
reading. 

Keep  several  interesting  books  and  magazines  upon  a  reading  table 
and  permit  individual  pupils  to  read  these  whenever  other  work  is 
finished.    Frequently  add  new  books  and  call  attention  to  them. 

Encourage  reading  aloud  to  parents  and  friends. 

Encourage  much  silent  reading  at  home  for  pleasure. 

Keep  in  touch  with  what  children  are  reading,  through  class  discus- 
sions of  interesting  books  which  pupils  have  read. 

Divide  the  grade  into  groups.  Assign  a  different  author  to  each 
group.  Children  read  aloud  selections  from  assigned  authors.  Discuss 
same  as  to  similarity,  differences,  etc. 

Through  the  use  of  a  game  of  authors,  children  may  become  familiar 
with  the  names  of  authors  and  some  of  their  writings.  This  may  lead 
to  a  wider  interest  in  authors  and  to  the  carrying  out  of  a  project  either 
in  connection  with  one  author  or  several. 

Call  attention  to  articles  in  The  Pilot. 

Have  pupils  bring  to  the  class  clippings  from  newspapers  and  maga- 
zines on  projects  being  studied. 

Discuss  current  events.  To  stimulate  interest  in  current  events 
have  the  class  make  a  co-operative  scrap  book  of  clippings  and  pictures 
from  newspapers  and  magazines. 

Reading  for  Study. 

Train  children  to  read  far  enough  to  finish  a  unit  of  thought  instead 
of  reading  a  sentence,  paragraph,  or  page. 

Lead  children  to  observe  accurately  and  listen  attentively. 

Have  children  follow  accurately  either  printed  or  written  directions. 

Lead  children  to  find  descriptions. 

Develop  the  habit  of  finding  simple  quotations. 

Have  the  children  find  the  part  of  the  selection  which  gives  most 
knowledge  of  a  certain  character. 

Lead  children  to  judge  characters  in  a  story  giving  reasons  for  their 
judgments. 

Have  children  find  elements  of  time  and  place  in  selections. 
Have  children  find  elements  of  time  and  place  in  a  selection  (i.e., 
summer  or  winter,  morning  or  evening,  country  or  city,  etc.) 

Reading  for  Recreation  or  Enjoyment. 

Have  children  compare  characters  in  stories  to  those  in  life.  Have 
them  select  chief  characters  and  minor  characters. 

Have  children  select  appropriate  titles  for  a  story  or  for  various  parts 
of  a  story. 

Lead  children  to  find  everything  said  by  one  person  throughout  the 
story,  also  questions  asked. 

77 


Lead  children  to  find  descriptions. 

Have  children  find  the  part  of  the  selection  which  gives  most  knowledge 
of  a  certain  character. 

Insist  upon  pupils  locating  all  topics  by  aid  of  table  of  contents  or 
index. 

Develop  habit  of  reading  preface  and  introduction. 

Have  children  make  original  stories  about  pictures  and  combine 
into  a  booklet.  These  stories  may  be  read  to  the  class  or  to  another 
grade. 

Train  pupils  in  care  of  books : 

(a)  How  to  open  new  books. 

(b)  How  to  turn  pages. 

(c)  Proper  way  of  placing  on  shelf. 

(d)  Use  of  book  mark. 

Silent  Reading. 

Have  at  least  half  of  the  reading,  silent  reading. 

Encourage  either  oral  or  silent  reading  merely  for  pleasure. 

As  children  read  a  selection  silently,  suggest  that  they  list  the  words 
they  do  not  know.    From  these,  teacher  makes  general  list. 

Encourage  pupils  to  reread  simple,  familiar  material.  Place  a  time 
limit  and  see  how  many  pupils  approach  the  standard  rate  for  the  grade. 

Rapid  reading  of  simple,  easy  material  should  very  often  be  done  under 
timed  conditions. 

Have  silent  reading  on  projects  in  connection  with  religion,  history, 
geography,  etc. 

Have  children  write  questions  on  selection  which  has  been  read. 
Other  members  of  the  class  read  the  questions  silently  and  answer  them 
orally. 

Give  speed  drills  in  reading  for  thought.  Borrow  supplementary 
readers  from  lower  grades. 

Oral  Reading. 

Provide  audience  situations  for  oral  reading.  Occasionally  require 
a  summary  of  what  has  been  read  to  the  class  by  individual  pupils. 

Ask  for  certain  words  or  phrases  which  the  children  should  find 
rapidly,  then  one  child  reads  entire  sentence  orally.  This  increases 
eye  span  and  also  rate  of  reading. 

Lead  children  to  determine  meaning  of  unfamiliar  words  from  context. 

Make  word  books  in  preparation  for  dictionary  work. 

Write  word  groups  and  sentences  on  the  board,  one  shown  at  a  time. 
After  short  exposure  have  children  reproduce. 

Have  children  make  lists  of  certain  kinds  of  words  as: —  "time 
words,"  "place  words,"  "descriptive  words,"  etc. 

Give  drills  for  correct  use  of  unfamiliar  words  found  in  context. 
Simple  exercises  may  be  planned  by  having  sentences  previously  written 
on  the  board  in  which  synonyms  are  used.  After  drill  on  meaning  of 
unfamiliar  words,  permit  children  to  see  sentences  for  the  first  time  and 
substitute  new  word  for  synonym. 

78 


APPENDIX  II. 


LIBRARY  BOOKS 

BOOKS  OF  RELIGIOUS  INSTRUCTION  AND  DEVOTION 

From  List  Prepared  by  Bureau  of  Education,  National  Catholic  Welfare 

Council 

Author.  Title.  Grades 

Berthold  Little  Lives  of  the  Saints  for  Children  4-7 

Bosch  Bible  Stories  Told  to  Toddles  1-4 

When  Toddles  was  Seven  1-4 

The  Good  Shepherd  and  His  Little  Lambs  1-A 

Bowden  Minature  Lives  of  the  Saints  3-6 

Higgins  The  Story  Ever  New  4-6 

Holland  The  Divine  Story  5-8 

The  Divine  Twilight  4-7 

Mannix  Child's  Life  of  Joan  of  Arc  6-8 

Patron  Saints  for  Catholic  Youth  4-7 

Religious  of  the 

Holy  Child  Jesus 

The  Gift  of  the  King  5-8 

The  Friends  of  Jesus  4-6 

Laws  of  the  King  3-6 

Williams  Half  Hours  with  God's  Heroes  4-6 

POETRY 

Garesche  The  Four  Gates  6-8 

Olcott  Story-Telling  Poems  1-6 

Repplier  Book  of  Famous  Verse  6-8 

Stevenson  Child's  Garden  of  Verses  2-6 

Tabb  Child  Verses  1-4 

FAIRY  TALES,  MYTHS  AND  LEGENDS 

Pyle  Merry  Adventures  of  Robin  Hood  5-7 

Ruskin  King  of  the  Golden  River  6-8 

FICTION 

Barbour  Half -Back  7-8 

For  the  Honor  of  the  School  5-7 

The  Crimson  Sweater  7-8 

Brown  The  Lonesomest  Doll  3^ 

Burnett  Sara  Crew,  Little  Saint  Elizabeth  and  Other 

Stories  3-6 

St.  Clementia.  .  .Uncle  Frank's  Mary  7-8 

The  Quest  of  Mary  Selwin  7-8 

Bird-a-Lea  7-8 

Cooper  The  Spy  6-8 

The  Last  of  the  Mohicans  6-8 

79 


Author.  Title.  Grades 

Copus  Harry  Russell  7-8 

St.  Cuthbert  7-8 

Tom  Loosely  7-8 

Making  of  Mortlake  7-8 

Shadows  Lifted  7-8 

Finn  Facing  Danger  6-8 

His  Luckiest  Year  6-8 

Percy  Wynn  6-8 

Harry  Dee  6-8 

Tom  Playfair  6-8 

APPENDIX  m 

The  following  list  of  books  suitable  for  a  school  library  was  prepared 
by  the  Bureau  of  Education  of  the  National  Catholic  Welfare  Council: 

Title.  Author. 

Fairy  Tales  Andersen 

Arabian  Nights  (ed.  by  Wiggin  &  Smith)  

The  Golden  Fleece  Colum 

Nights  with  Uncle  Remus  Harris 

Wonder  Book  Hawthorne 

Tanglewood  Tales  Hawthorne 

Christ  Legends  Lagerlof 

Merry  Adventures  of  Robin  Hood  Pyle 

The  Golden  Windows  Richards 

Little  Women  Alcott 

The  Perfect  Tribute  Andrews 

Uncle  Frank's  Mary  Sister  Clementia 

The  Quest  of  Mary  Selwin  Sister  Clementia 

Bird-a-Lea  Sister  Clementia 

The  Spy  Cooper 

The  Last  of  the  Mohicans  Cooper 

Harry  Russel  Copus 

St.  Cuthbert  Copus 

Tom  Loosely  Copus 

Making  of  Mortlake  Copus 

Shadows  Lifted  Copus 

Christmas  Carol  Dickens 

Story  of  Little  Nell  Dickens 

Oliver  Twist  Dickens 

Hans  Brinker  Dodge 

That  Office  Boy  Finn 

The  Best  Foot  Forward  Finn 

The  Man  Without  a  Country  Hale 

Tom  Brown's  School  Days  Hughes 

Jungle  Book  Kipling 

Captains  Courageous  Kipling 

The  King  of  the  Golden  City  Mother  Loyola 

Dog  of  Flanders  Ramee 

The  Nurnburg  Stove  Ramee 

80 


Title.  Author. 

Mrs.  Wiggs  of  the  Cabbage  Patch  Rice 

The  Big  Brother  Richards 

Through  the  Desert  Sienkieuicz 

The  Bov  Who  Came  Back  (John  Talbot)  Smith 

The  Boy  Who  Looked  Ahead  Smith 

Held  in'the  Everglades  Spalding 

Heidi  Spyri 

Treasure  Island  Stevenson 

Royal  Blue  and  Royal  Scarlet  Taggert 

Sandy  Joe  W  agger  man 

Daddy  Long  Legs  Webster 

Birds''  Christmas  Carol  Wjggin 

Rebecca  of  Sunnybrook  Farm  Wiggin 

Billy  Glynn  of  the  Broken  Shutters  Yorke 


APPENDIX  IV 

TOPICS  FOR  A  BOOK  REPORT 
Seventh  and  Eighth  Grades 


Title 

Author  Born  Died 

Kind  of  Book 

Time  Scene 

Principal  Characters 
Subordinate  Characters 
Preliminary  Events 

Climax 
Concluding  Events 
Quotations 
Remarks 

Why  interested  in  book'  Does  this  story  make  you  think  of  any 
other  story?    Altogether  what  impression  has  the  story  made  on  you' 


APPENDIX  V 


BOOKS  FOR  TEACHERS 


Teaching  Literature  in  the  Grammar  Grades  and 

High  School  E.  Bolenius 

Teaching  Poetry  in  the  Grades  Haliburton  &  Smith 

Teaching  of  English  Chubb 

Standards  in  English  J.  J.  Mahoney 

Self -Help  English  Lessons  (3  books)  Wohlfarth  cf  Mahoney 

Language  Teaching  in  the  Grades  Cooley 

Self  Cultivation  in  English  Palmer 

The  Teaching  of  Composition  Campagnac 

Teaching  of  English  Klapper 

Supervised  Study  in  English  McGregor 

81 


Story  Telling  Lyman 

How  to  Tell  Stories  S.  C.  Bryant 

Story-Telling  for  Upper  Grade  Teachers  Cross  &  Statler 

The  Art  of  the  Story  Teller  M.  L.  Shedlock 

Reading  in  the  Primary  Grades  Jenkins 

Psychology  and  Pedagogy  of  Reading  Huey 

The  Teaching  of  Oral  English  E.  Bolenius 

Everyday  English  Composition  E.  Bolenius 

Advanced  Lessons  in  English  E.  Bolenius 


APPENDIX  VI 
THE  TEACHING  OF  SPELLING 

Every  lesson  is  to  some  extent  a  spelling  lesson.  A  decision  must  be 
made  as  to  what  words  must  be  taught.  The  teacher  will  find  material 
in — 

(a)  The  words  misspelled  by  the  pupils  in  their  written  work. 

(b)  The  Spelling  book. 

A  spelling  book  should  be  used  with  judgment,  and  it  should  not  take 
the  place  of  the  individual  and  class  lists  made  from  the  oral  and  written 
vocabulary  of  the  children.  It  is  not  necessary  that  a  pupil  should  know 
how  to  spell  a  word  which  he  may  seldom  have  occasion  to  use  in  writ- 
ing.   It  is  sufficient  that  he  should  recognize  it  readily  in  reading. 

Assignment. 

In  assigning  lists  of  words  to  be  studied  call  attention  to  the  different 
words  and  more  particularly  to  difficult  parts  in  certain  words.  Call 
attention  in  a  special  manner  to  words  which  the  pupil  cannot  spell. 
Time  is  often  wasted  in  studying  mechanically  the  words  they  already 
know.  Have  pupils  decide  which  word  requires  the  greatest  effort  to 
master. 

Not  more  than  seven  words  a  day  should  be  assigned  to  the  inter- 
mediate grades,  and  in  the  grammar  grades  not  more  than  ten.  Fif- 
teen to  twenty  words  without  preparation  may  be  assigned  for  inde- 
pendent study.  Tests  may  be  given  of  words  selected  from  the  daily 
paper  or  from  other  branches  of  study. 

There  should  be  frequent  reviews.  Repetition,  drill  and  practice 
are  necessary. 

Homonyms  should  always  be  taught  through  oral  and  written  ellipti- 
cal sentences. 

Rules. 

Lead  the  pupils  to  formulate  inductively  the  four  most  common  rules 
in  spelling.  In  grammar  we  emphasize  the  rules  for  words  ending  in 
y,  f  and  fe,  and  for  doubling  a  final  consonant. 

Words  having  the  same  prefix,  stem  or  suffix  should  be  taught  simul- 
taneously, e.g.  transcribe,  transcript,  transcription. 

The  difference  between  vowels  and  consonants  should  be  made  clear 
to  the  pupils  and  they  should  be  required  to  memorize  the  vowels. 

The  special  teaching  of  one  or  two  rules  may  be  assigned  to  each 
grammar  grade. 

82 


The  words  assigned  for  home  study  should  be  first  studied  with  the 
teacher  in  school.  Pupils  should  not  be  taught  to  commit  lists  of  un- 
related words  to  memory.  It  is  a  mistake  to  ask  pupils  to  write  the 
lessons  a  number  of  times. 

Lesson  Plan. 

Class  Study.  Time — Twenty  minutes. 

1.  Write  one  of  the  words  on  the  blackboard  and  teach  it  in  accord- 
ance with  the  following  plan.  Then  write  the  next  word,  teaching  it 
in  the  same  way,  and  so  on  with  the  rest  of  the  words. 

(a)  While  writing  the  word,  pronounce  it  distinctly. 

(b)  Develop  the  meaning  orally,  either  by  calling  for  a  sentence 
using  the  word  or  by  giving  its  definition. 

(c)  Indicate  the  syllables.  Call  on  pupils  to  spell  orally,  by  syl- 
lables. Have  them  indicate  what  part  of  the  word  presents 
difficulties,  or  whether  the  word  contains  parts  they  already 
know. 

(d)  Have  pupils  write  the  word,  pronouncing  it  softly  as  they  write 
it.  It  would  be  well  to  have  a  new  sentence  given,  using  the 
word,  before  they  do  this.  This  is  to  emphasize  strongly  the 
meaning  of  the  word  again  just  before  the  child  writes  it. 

(e)  Allow  the  class  a  moment  in  which  to  look  at  the  word  again 
and  then  have  them  close  eyes  and  try  to  visualize  it,  or  use 
any  other  device  of  a  similar  nature.  Have  considerable  repe- 
tition, both  oral  and  written. 

2.  After  the  various  words  of  the  day's  lesson  have  been  studied 
in  this  way,  allow  a  few  moments  for  studying  again  the  whole  list, 
suggesting  that  each  pupil  emphasize  the  words  he  thinks  he  does  not 
know.  This  time  should  be  limited  so  that  every  pupil  study  inten- 
sively. Call  upon  pupils  individually  and  in  concert  to  spell  the  whole 
list  without  looking  at  the  board.  Refer  them  to  the  board  again  if 
they  hesitate. 

3.  Then  erase  all  words  from  blackboard  and  dictate  the  words  to 
the  class,  using  each  word  in  a  sentence  first. 

Every  day's  work  should  include  the  new  list  of  the  previous  day. 


ARITHMETIC 

The  work  in  Arithmetic  in  every  grade  has  a  twofold  objective. 
The  first  is  the  development  of  skill  in  pupils  to  add,  subtract,  multiply 
and  divide.  There  is  a  constant  demand  for  more  speed  and  accuracy 
in  these  fundamental  processes.  The  road  to  accuracy  is  the  well 
planned  oft-repeated  drill  lesson.  Teachers  should  never  fail  to  have 
well  devised  plans  for  a  great  amount  of  well  directed  drill  work  as 
the  necessary  means  to  the  first  aim  in  teaching  Arithmetic. 

The  second  objective  is  to  bring  into  the  experience  of  the  pupil 
the  realization  of  the  importance  of  Arithmetic  in  the  social  relations  of 
every  day  life.  The  application  of  skill  in  the  use  of  numbers  to  prob- 
lems which  are  frequently  recurring  in  the  affairs  of  the  house,  church, 
school  and  community  develops  a  wholesome  interest  in  the  study  of 
Arithmetic.  The  presentation  of  such  problems  should  be  premised 
by  a  discussion  and  explanation  of  conditions  and  obligations  in  which 

83 


Arithmetic  is  applied.  Brief  suggestions  are  made  in  the  following 
outline  to  remind  teachers  of  the  importance  of  keeping  the  study  of 
Arithmetic  within  the  field  of  the  child's  personal  interests  and  his 
social  needs. 


ARITHMETIC 
Grade  I. 

Approximate  time  100  minutes  per  week 

Aim: 

1.  To  develop  the  number  concept  by  making  use  of  the  number 
knowledge  already  possessed  by  the  child;  for  example  of  his  ability 
to  count,  which  may  be  immediately  exercised  in  various  ways,  and 
which  should  be  enlarged  and  rendered  quicker  and  more  certain. 

Requirements : 

Reading. 

Numbers  to  100,  from  pages  of  books,  calendars,  street  signs  and 
house  numbers.    Roman  numbers  to  XII  in  the  study  of  clock  face. 
Writing. 

Numbers  to  100.    Attention  is  given  to  correct  formation  of 
figures. 
Counting. 

By  l's,  5's  and  10's  to  100.    Groups  of  objects.    Children  march- 
ing by  2's,  by  5's.    Counting  pupils  in  the  class  and  enough  paper  for 
them;  objects  in  room,  on  desk,  windows,  things  in  pictures,  etc. 
Measures. 

Number  values  and  relations  taught  by  means  of  toy  money — 
cent,  nickel,  dime;  by  pint  and  quart;  inch  and  foot.  Relation  of 
number,  larger  and  smaller;  more  and  less;  few  and  many.  Com- 
parison of  length  of  objects  and  approximation  of  distances  not 
to  exceed  three  feet. 
Addition  and  Subtraction. 

Drill  on  25  combinations  1  to  10.    Addition  and  subtraction 
should  be  taught  as  correlative  processes.    Written  addition, 
columns  of  2  or  3  one-figure  numbers.    Written  subtraction  two 
columns — no  borrowing. 
Fractions. 

Teach  one-half  of  even  numbers  to  10  objectively. 
Suggestions : 

1.  Begin  with  what  the  child  already  knows,  and  direct  him  by 
systematic  steps  and  drills  to  a  correct  idea  of  number  values  and 
relations  and  to  an  accurate  mastery  of  the  simplest  operations  in 
addition  and  subtraction. 

2.  Make  constant  use  of  objects  in  all  arithmetical  operations  until 
the  child's  mental  vision  has  acquired  accuracy. 

3.  Illustrations  or  examples  should  preferably  be  taken  from  the 
activities,  interests,  or  games  of  the  children. 

84 


4.  The  number  work  of  this  year  should  develop  in  the  average 
child  the  ability  to  make  small  purchases,  to  change  small  sums  of 
money,  to  use  the  units  of  the  standard  measures — pint,  quart,  foot, 
etc. 

ARITHMETIC 
Grade  II 

Approximate  time  200  minutes  per  week 

Aim: 

1.  To  fix  thoroughly  the  forty-five  combinations,  and  the  2's,  3's, 
4's,  and  5's  of  multiplication. 

2.  To  teach  carrying  in  addition. 

3.  To  develop  in  pupil  ability  to  show  in  simple  oral  problems 
which  of  the  fundamental  operations  should  be  used  to  obtain  a 
required  result. 

Requirements: 

Reading  and  writing. 

Numbers  to  1,000.    Roman  Numerals  to  XII  in  connection  with 
telling  time  by  the  clock.    Roman  Numerals  XII  to  L. 
Counting. 

Counting  by  3's  and  4's  to  100. 
Measures. 

Number  values  and  relations  taught  by  means  of  toy  money — 
quarter,  half  dollar  and  dollar;  by  standard  measures,  pint,  quart 
and  gallon;  foot  and  yard;  day,  week  and  month. 
Addition. 

Drill  on  forty-five  combinations  of  numbers  from  1  to  20.  Writ- 
ten work  with  numbers  of  three  orders,  four  addends,  results  not 
to  exceed  1,000.    Teach  names  of  terms,  addends,  sum,  sign  -(-. 
Subtraction. 

Apply  the  45  combinations  in  decreasing  numbers  of  two  orders. 
Written  work  with  numbers  of  three  orders.    Teach  names  of 
terms,  minuend,  subtrahend,  remainder,  sign  — . 
Multiplication. 

Tables  begun  to  be  built  by  the  pupils  from  their  knowledge  of 
addition.  Drill  on  two  times,  three  times,  four  times,  five  times, 
six  times,  products  memorized  both  wa>s — (5  x  3);  (3x5).  Writ- 
ten work,  integers  of  three  orders  by  2,  3,  4,  5,  6.  Teach  terms, 
multiplicand  and  multiplier,  sign  x. 
Division. 

Exact  division  by  reversing  multiplication  tables,  2,  3,  4,  5,  6  times. 
Fractions. 

Halves,  thirds,  fourths,  of  single  objects  taught  by  folding  paper 
or  dividing  objects  into  2,  3,  4  equal  parts  and  giving  names  of  parts. 
Problems. 

Oral,  simple  problems  in  buying  and  selling,  etc.,  including  finding 
cost  of  several  articles  when  cost  of  1  is  given,  and  the  reverse 
Encourage  children  to  suggest  problems. 

85 


Suggestions: 

1.  Insist  on  figures  and  signs  being  accurately  and  neatly  made. 

2.  Oral  work  precedes  written. 

3.  The  actual  measures  should  be  used  by  the  pupils;  merely  to 
learn  the  tables  is  of  little  value. 


ARITHMETIC 
Grade  III 

Approximate  time  200  minutes  per  week 

Aim: 

1.  To  make  automatic  all  the  primary  number  facts. 

2.  To  teach  borrowing  in  subtraction. 

3.  To  acquire  accuracy  and  speed  by  frequent  sight  and  oral 
drills  in  combinations  and  tables  of  multiplication  and  division, 
always  subordinating  speed  to  accuracy. 

4.  To  read  and  write  United  States  Money. 

Requirements: 

Review  work  of  previous  grade. 
Reading  and  Writing. 

Numbers  to  10,000.    Roman  numerals  to  C.    United  States 

money  to  $100. 
Counting. 

Counting  by  2's,  3's,  4's,  5's,  6's,  7's,  8's,  9's,  10's  to  100. 
Measures. 

Capacity — liquid,  dry;  time — seconds,  minutes,  hour,  ^hour, 
hour.    Writing  current  date.    Value  United  States  money,  making 
change  to  one  dollar. 
Addition. 

(a)  At  sight,  rapid  column  work  and  series  work  as  7-|-4,  17-+4. 

(b)  Written,  columns  of  four  orders,  including  dollars  and  cents, 
not  more  than  six  addends  with  carrying. 

Subtraction. 

At  sight,  subtract  any  one  figure  number  from  any  two  figure 
number  as,  14—6,  24—6.    Written  numbers  of  four  orders  with 
borrowing,  including  dollars  and  cents.  Proofs. 
Multiplication. 

Tables  completed.    Written  multiplication,  multiplicand  of  four 
orders,  including  dollars  and  cents,  multiplier  of  two  orders. 
Teach  multiplying  by  10,  11  and  12  by  means  of  10,  11  and  12  times 
tables.  Proofs. 
Division. 

Oral  drill  within  multiplication  tables.  Written,  dividend  of 
five  orders,  including  dollars  and  cents,  no  divisor  greater  than 
12;  much  drill  in  uneven  division.  Teach  terms  dividend,  divisor, 
quotient,  remainder,  sign. 
Fractions.  Halves,  thirds,  fourths,  sixths,  eighths;  oral  work  in 
addition  and  subtraction. 

86 


Problems. 

Oral  and  written  one-step  problems  to  distinguish  fundamental 
processes.    Encourage  children  to  suggest  problems. 

Suggestions : 

1.  Introduce  such  reviews  as  are  necessary  to  secure  accuracy  and 
facility  in  reading  and  writing  numbers. 

2 .  Secure  interest ,  and  concentration  of  attention  with  short  snappy 
drills. 

3.  Emphasize  those  parts  of  the  multiplication  and  division  tables 
with  which  the  pupils  have  most  trouble. 

4.  Show  the  use  of  the  decimal  point  in  separating  dollars  and 
cents.  Pay  special  attention  to  the  cipher  between  the  decimal 
point  and  number  of  cents  when  the  number  of  cents  is  less  than  10. 

ARITHMETIC 
Grade  IV 

Approximate  time  200  minutes  per  week. 

Aim: 

1.  To  develop  thoroughly  the  process  of  long  division. 

2.  To  work  for  greater  speed  and  accuracy  in  all  fundamental 
operations. 

3.  To  develop  in  pupils  the  ability  to  apply  the  four  fundamental 
processes  to  oral  and  written  problems  that  come  within  the  pupils 
experience. 

Requirements : 

Review  work  of  previous  grade. 

Numeration  and  Notation. 

Numbers  to  millions,  thoroughly  explained  by  orders — units, 
tens,  hundreds;  by  periods — units,  thousands,  millions;  exer- 
cises in  such  numbers  as  1,040,  10,004,  etc.  Roman  numerals 
to  D.    United  States  money. 

Measures. 

Review  liquid,  dry,  time.    Teach  linear,  avoirdupois — practice  in 
use  of,  as  well  as  in  judging  lengths  and  weights. 
Addition. 

For  speed  and  accuracy.    Limit  columns  to  six  addends  with 
numbers  of  five  orders,  including  dollars  and  cents — check  results. 
Subtraction. 

Rapid  work  with  numbers  of  six  orders  including  dollars  and 
cents.    Practice  in  making  change.    Prove  work. 
Multiplication. 

Continue  drill  on  multiplication  tables.    Written  multiplica- 
tion, multipliers  of  three  and  more  orders.    Practice  in  use  of 
such  multipliers  as  409,  904. 
Division. 

Short  division  reviewed — teach  long  division.  Divisor  of  three 
orders,  attention  to  cipher.    Teach  method  of  proof.  United 

87 


States  money  divided  by  integers.    Drill  in  factors  of  numbers 
to  144;  cancellation  developed. 
Fractions. 

Halves,  thirds,  fourths,  sixths,  eighths  and  tenths;  oral  work 
in  addition,  subtraction  and  reduction. 
Bills. 

Simple  bills  of  not  more  than  3  articles,  all  in  proper  form  with 
place  and  one  date,  etc. 
Problems. 

Oral  and  written,  one-step  and  two-step  problems,  marketing, 
shopping  bringing  in  as  far  as  practical  the  facts  of  the  denominate 
tables  which  have  been  learned.  Give  many  problems  requiring 
use  of  business  fractions,  e.g.,  to  find  cost  of  articles  at 

Suggestions: 

1.  In  problems  which  involve  long  division  give  many  embracing 
one  kind  of  difficulty.  Systematize  and  work  out  each  difficulty 
with  plenty  of  exercises  before  using  problems  which  involve  any 
other  difficulty. 

2.  Train  pupils  to  think  by  requiring  a  round  number  estimate 
to  all  concrete  problems  in  written  arithmetic;  this  estimate  to  be 
compared  to  answer  when  obtained. 

ARITHMETIC 
Grade  V. 

Approximate  time  220  minutes  per  week. 

Aim: 

To  master  thoroughly  the  processes  with  fractions  and  to  develop 
the  power  to  use  fractions  in  simple  problems. 

Requirements: 

Review  thoroughly  the  fundamental  operations  and  multiplication 
tables. 

Notation  and  Numeration. 

Numbers  through  three  periods.    Roman  numerals  to  meet  any 
need  in  reading  dates  found  on  public  buildings,  monuments,  etc. 
Measures. 

Review  liquid,  dry,  time,  linear,  avoirdupois.    Teach  square  and 
cubic;  number  of  feet,  yards,  rods  in  a  mile. 
Factoring. 

Prime  factors  by  inspection.    Greatest  Common  Divisor  in  view 
of  reducing  fractions  to  lower  terms.    Least  Common  Multiple  in 
connection  with  addition  and  subtraction  of  fractions.  Cancella- 
tion reviewed  and  applied  in  multiplication  and  division  of  fractions. 
Fractions. 

Teach  terms:  integer,  mixed  number,  proper  and  improper  frac- 
tions, numerator  and  denominator.  Teach  reduction  of  fractions. 
Teach  addition,  subtraction  (a)  fractions,  (6)  mixed  numbers,  using 

88 


small  denominators  or  such  for  which  common  denominators  can 
be  easily  found.  Teach  multiplication  and  division  of  fractions  and 
mixed  numbers. 
Bills. 

Continued,  not  more  than  5  items,  bringing  in  as  much  as  possible 
common  business  fractions,  e.g.,  to  find  cost  of  3J  yards  at  12|c; 
5 J  lbs.  meat  at  $J. 
Problems. 

During  the  second  term  practical  use  of  fractions  applied  to 
oral  and  written  problems  that  come  within  the  pupils'  experience. 

Suggestions: 

Problems  in  thrift  by  the  purchase  of  savings  stamps  and  in  other 
ways,  such  as  children's  problems  of  earning,  producing  and  saving. 

Require  pupils  to  perform  all  computations  accurately  and  rapidly, 
using  the  shortest  method. 

ARITHMETIC 
Grade  VI 

Approximate  time  200  minutes  per  week 

Aim: 

To  secure  absolute  accuracy  in  the  use  of  the  decimal  point;  and 
ability  to  use  tables  of  weights  and  measures. 

Requirements. 

Give  many  exercises  both  oral  and  written  in  all  fundamental  opera- 
tions with  a  view  to  securing  accuracy  and  speed.    Common  fractions 
reviewed.    Teach  easy  complex  fractions  and  the  meaning  and  use  of 
ratio  as  expressing  the  relation  of  any  two  like  magnitudes. 
Notation  and  Numeration. 

Reading  and  writing  decimal  fractions  and  mixed  decimals  to 

millionths. 
Decimals. 

Four  processes  completed.  Much  practice  in  changing  common 
fractions  to  decimals  and  vice  versa.  Aliquot  parts  of  a  dollar  or 
of  100  as  a  preparation  for  percentage  in  higher  grades,  and  to 
shorten  process  of  multiplication,  e.g.,  .05,  1/20;  .75  3/4.  Short 
methods  of  multiplying  and  dividing  by  100  and  1000  emphasized. 

Denominate  Numbers. 

Fundamental  operations  and  reduction  ascending  and  descend- 
ing of  not  more  than  three  successive  denominations.  Time 
between  events  studied  for  use  in  simple  interest  problems. 

Measurements. 

Area  and  perimeter  of  square  and  rectangle  using  such  objects  as 
may  be  found  in  school  room  and  play  ground,  books,  desks,  maps, 
pictures,  etc. 
Percentage. 

Teach  per  cent,  as  the  business  man's  decimal  fraction,  drill 
on  percentages  corresponding  to  one  half,  one  quarter,  one  third, 
three  quarters,  etc. 

89 


Problems. 

Select  problems  involving  real  business  transactions  as  far  as 
possible. 

Suggestions: 

Continue  problems  in  thrift  based  on  the  cost — high,  low  and  aver- 
age— of  food,  flour,  meat,  clothing,  etc. 

Familiarize  pupils  with  units  of  measurement  and  their  value  in 
money  in  buying  food  at  the  grocery,  meat  market,  bakery,  fruit  and 
clothing  stores. 

In  work  of  denominate  numbers  use  only  tables  in  common  use. 

Train  the  mind  to  approximate  values  in  the  problems  of  every  day 
life;  and  the  senses  to  judge  heights  and  distances,  longer  and  shorter; 
volumes,  such  as  pint,  quart,  gallon,  etc. ;  weights,  such  as  half  pound, 
pound,  two  pounds. 


ARITHMETIC 
Grade  VII 

Approximate  time  220  Minutes  per  week 

Aim: 

To  master  percentage,  interest  and  related  processes. 
Requirements. 

The  review  of  the  following  topics  and  their  frequent  incorporation 
into  the  daily  work  throughout  the  year  is  imperative. 
Review: 

1.  Fundamental  operations.    Teach  checking  results. 

2.  Common  and  Decimal  Fractions. 

3.  United  States  Money,  Accounts  and  Bills. 

4.  Aliquot  Parts.    (Fully  for  economy  of  time). 

5.  Weights  and  Measures.    (Of  practical  value.) 

Teach  use  of  short  methods  wherever  possible.    The  work  sug- 
gested should  not  preclude  an  early  beginning  of  the  prescribed 
grade  work. 
Teach: 

1.  Interest.  (The  Bankers'  Method  is  considered  the  best 
adapted  to  all  kinds  of  problems). 

2.  Commercial  Discount,  Single  Discount,  Bills  bearing  dis- 
counts. 

3.  Profit  and  Loss.  (Oral  work  in  fractional  and  per  cent  equiv- 
alents must  be  in  constant  use.) 

4.  Insurance. 

5.  Commission.    (Boying  and  selling  through  an  agent.) 

6.  Taxes.    On  Real  Estate,  Personal  Property,  Income. 

7.  Duties.    (Computing  custom  duties.) 

8.  Measurements,  (a)  Simple  and  practical  problems  in  area 
and  perimeter  of  rectangles,  (b)  Latitude  and  longitude.  Longi- 
tude and  time,  and  standard  time. 

90 


Problems. 

The  problems  of  the  grade  should  be  essentially  practical,  clearly 
stated  and  reasonable.  They  should  provide  constant  drill  on 
the  most  important  aliquot  parts,  tables  or  weights  and  measures 
and  application  of  percentage. 

Suggestions: 

1.  Problems  should  involve  taxes,  buying  on  the  installment  plan, 
borrowing  money  to  pay  cash,  property  and  life  insurance,  building 
houses  by  the  help  of  building  and  loan  associations,  investment  of 
money  in  government  bonds,  and  other  problems  dealing  with  ques- 
tions of  thrift,  saving,  profit  and  loss. 

2.  Encourage  pupils  to  bring  in  real  problems,  newspaper  ad- 
vertisements of  markdown  sales,  and  any  other  information  bearing 
upon  the  subject  under  consideration. 

3.  In  the  problems  having  a  bearing  on  saving  and  investment 
begin  with  a  brief  talk  on  the  need  of  saving,  explaining  carefully 
the  meaning  of  economy,  frugality,  thrift,  parsimony  and  extra- 
vagance. Many  never  learn  to  save  wisely;  others  save  when  they 
should  spend.  Every  child  should  begin  early  to  save  (if  only 
a  few  pennies  a  month)  and  to  learn  how  to  keep  little  personal 
account  books. 

ARITHMETIC 
Grade  VIII 

Approximate  time  220  minutes  per  week 

Aim: 

To  secure  accuracy  and  facility  in  performing  operations  and  the 
power  to  express  in  correct  language  the  topical  steps  leading  to 
results  obtained. 

Review : 

(a)  Fundamental  operations  with  integers,  common  and  decimal 
fractions,  with  daily  drill  for  accuracy  and  speed. 

(b)  Percentage  and  its  application;  interest  as  in  previous  grades. 

1.  Banking.  Pupils  must  be  familiar  with  terms  used  in  banking, 
negotiable  and  non-negotiable  papers,  borrowing  and  lending  money. 

2.  Bank  Discount.    Teach  system  used  in  banks. 

3.  Simple  Proportion. 

4.  Square  Root. 

5.  Mensuration:  (a)  Plane  figures — area  and  perimeter  of  paralle- 
lograms, right-angled  triangles,  circles,  (b)  Solids — 'volume  and 
surface  of  rectangular  and  triangular  prisms,  cylinder  and  sphere. 
Use  objects  and  illustrations.  In  finding  capacity  of  binds  and  cis- 
terns teach  approximate  rule  that  number  of  bushels  is  4/5  of  number 
of  cubic  feet  and  number  of  gallons  is  1\  times  number  of  cubic  feet. 

Suggestions: 

1.  Arithmetical  processes  can  be  made  real  by  grouping  them 
around  some  business  or  institution,  or  some  work  that  is  being  done, 

91 


for  example  in  banking,  the  depositing  of  money,  the  proper  use 
and  form  of  checks,  and  keeping  balances;  relative  cost  and  advan- 
tages of  the  transmission  of  money  by  postal  and  express  money 
orders,  by  draft,  check  and  telegraph ;  transportation  of  supplies  by 
freight,  express,  or  parcel  post.  This  will  lead  to  a  study  of  the 
classification  of  mail,  cost  of  each  class,  stamps,  special  delivery, 
insurance  of  mail,  registered  mail,  and  the  meaning  of  the  franking 
privilege. 

2.  Teach  pupil  to  apply  things  found  in  the  book  to  work  outside 
of  the  book,  e.g.,  to  see  and  measure  parallelograms,  triangles  and 
circles  that  exist  all  about  him;  to  recognize  the  prism  in  a  coal  bin, 
a  cellar,  the  air  space  in  a  room;  the  cylinder  in  a  stove  pipe,  a  pen- 
cil; the  sphere  in  a  ball,  marble,  etc. 

3.  Consult  suggestion  3  under  Grade  7  and  add  instruction  on  how 
savings  should  be  cared  for.  Money  must  be  placed  in  safe  keeping 
and  it  should  also  yield  an  income.  "It  is  well  to  remember  that 
the  larger  the  income  offered  by  any  form  of  investment,  the  greater 
is  likely  to  be  the  risk  of  losing  the  money  put  into  it." 

Teach  to  distinguish  between  good  and  bad  investments. 

ALGEBRA 
Grade  VIII 

1.  Explanation  of  such  signs  and  terms  as  are  to  be  actually  em- 
ployed in  the  course,  illustrate  their  uses. 

2.  Literal  expressions,  their  numerical  value  obtained. 

3.  Positive  and  negative  quantities  explained  and  practical  problems 
involving  their  uses  considered. 

4.  Parentheses. 

5.  Addition  and  subtraction. 

6.  Multiplication  and  division. 

7.  Easy  equations  and  problems  involving  simple  equations. 
Suggestion: 

The  amount  of  work  attempted  and  carried  through  in  Algebra 
is  to  be  determined  by  the  time  at  the  disposal  of  the  teacher  and  by 
the  ability  of  the  pupils  in  the  eighth  grade. 

UNITED  STATES  HISTORY 

Aims  and  Suggestions  for  the  First  Three  Years 

Aims: 

The  fundamental  aim  in  history  in  the  first  three  grades  is  to  give 
the  child  an  appreciation  of  public  holidays,  national  and  local;  to  in- 
troduce some  of  the  more  prominent  characters  in  American  history, 
as  well  as  to  awaken  an  interest  in  primitive  customs. 

Suggestions: 

History  in  these  grades  is  not  to  be  presented  to  the  children  as  a 
separate  subject,  but  the  stories  are  to  be  utilized  as  material  for  oral 
English  work. 

92 


The  teacher  should  first  tell  the  story  in  a  charming  and  vivid  manner 
so  that  the  heroes  will  live  and  act  and  thus  transport  the  children  in 
fancy  to  the  scene  of  the  story.  Tell  the  story  so  that  the  pupils  will 
desire  to  re-tell  it  with  a  vocabulary  enriched  by  the  teacher's  telling. 
The  character  of  the  reproduction  should  be  the  unconscious  imitation 
of  a  good  model.  Some  of  the  best  stories  should  be  repeated  until  the 
children  are  perfectly  familiar  with  them.  The  character  phase  of  certain 
stories;  viz.,  that  of  honor,  endurance,  fidelity,  honesty,  kindness,  etc., 
should  be  emphasized. 

All  primary  work  of  this  kind  should  be  picturesque,  leaving  pictures 
in  the  children's  minds.  Dramatization  of  historic  scenes,  recitations, 
songs  and  special  day  programs  are  instructive,  entertaining  and  of  great 
educational  value. 

Construction  work  outlined  should  be  considered  suggestive. 

Grade  I 

A.  Indians. 

1.  Stories. 

(a)  Childhood  of  Hiawatha. 

(b)  Legends  of  Red  Children. 

2.  Construction. 

Paper  cutting  or  coloring  of  outline  stencils. 
Wigwam,  canoe. 

B.  Thanksgiving. 

1.  Stories. 

(a)  Voyage  of  the  Mayflower. 

(b)  Landing  of  the  Pilgrims. 

(c)  Meeting  the  Indians. 

(d)  First  Winter. 

(e)  Spring.    Planting  Corn. 

(J)  Thanksgiving  Feast.    For  what  were  the  Pilgrims 
thankful?    For  what  should  we  be  thankful? 

2.  Construction. 

Paper  cutting  or  coloring  of  outline  stencils.    Fruits,  boat. 

C.  Washington. 

1.  Stories. 

(a)  His  home,  parents,  brothers  and  sisters. 

(b)  His  playmates. 

(c)  Garden. 

(d)  His  mother's  love  for  him,  his  love  for  her. 

(e)  First  President. 

2.  Construction. 

Paper  cutting  or  coloring  of  outline  stencils.  Gun,  hatchet, 
flag,  colonial  hat. 

D.  Patriots'  Day. 

1.  Story  of  Paul  Revere's  Ride. 

2.  Construction. 

Paper  cutting  or  coloring  of  outline  stencils.  Lantern, 
gun,  soldier. 

93 


Grade  II 

A.  Indian  Life. 

1.  Stories.    Selections  from  Hiawatha. 

(a)  Story  of  Indian  method  of  teaching. 

(b)  Indian  hunting  scene. 

(c)  Customs  of  Indians  upon  return  of  a  victor. 

(d)  Part  played  by  Indian  women. 

2.  Construction. 

Drawing  or  paper  cutting. 
Canoe,  bow  and  arrow,  tomahawk. 

B.  Columbus. 

1.  Stories. 

(a)  Boyhood. 

(b)  Desire  to  be  a  sailor. 

(c)  Aid  from  Queen  Isabella. 

(d)  New  country. 

2.  Construction. 

Drawing  or  paper  cutting. 
Ships,  sailors. 

C.  Thanksgiving. 

1.  Stories. 

(a)  The  Pilgrims. 
(6)  The  voyage. 

(c)  New  home. 

(d)  First  Thanksgiving. 

2.  Construction. 

Drawing  or  paper  cutting. 
Turkey,  pumpkin,  fruits,  corn. 

D.  Lincoln. 

1.  Stories. 

(a)  Lincoln's  home.    Log  cabin. 

(b)  His  mother. 

(c)  His  honesty  and  kindly  nature. 
id)  Freeing  slaves. 

2.  Construction. 

Drawing  or  paper  cutting. 
Log  cabin. 

E.  Washington. 

1.  Stories. 

(a)  His  boyhood. 

(b)  His  home. 

(c)  Breaking  in  the  colt. 

(d)  First  President.    Father  of  his  country. 

2.  Construction. 

Drawing  or  paper  cutting. 
Hatchet,  tree,  soldier. 

F.  Flag. 

1.  Story  of  our  flag.    Betsy  Ross. 

2.  Construction. 

Drawing  or  paper  cutting. 
Flag. 

94 


G.   Patriots'  Day. 

1.  Stories. 

(a)  Paul  Revere  s  Ride. 
b  <  Minute  Men. 

2.  Construction. 

Drawing  or  caper  -ttinz. 


B. 


Grade  m 

Columbus. 

(a)  Boyhood.    Heme  near  sea:  desire  to  be  a  sailer;  scno: '.:  nrst 

trie  in  uncle's  sh:c . 
(6)  Later  Life.    Plans  to  become  a  sailer:  peer;  help  from  Queen 

Isabella. 

(c)  Yovage.    Mutinv  among  the  sail  cm :  sims  of  land. 

(d)  landing.    America.    Meeting  natives.  "The  Zrcss 


(b)  Landing  at  Phmcuth  Rook. 

(c)  Friendlv  Indians— Samoset .  Souanto. 

(d)  First  Winter. 

(e)  Spring.    Planting.    Harvest . 
CO  Thanksgiving  Feast. 

Lincoln. 

(a)  Boyhood.  Life  in  Log  cabin:  poor,  li: 
;C    Anecdotes.    Story  of  sums  on  wonder 

deatn. 


D.  Washing. 

(a)  Boyhood.  Rules  for  conduct:  asriratier  to  :v  a  sailor 
(6)  Later  Life     Carries  letter  to  the  French:  made  ;  :  :  : 

E.  Flag. 

.:    Betsy  Ross. 
(6)  Explanation  of  flag. 

F.  Patriots'  Day. 

^  Conditions  in  Bes:en;  English  plan  :o  secure  suppli; 

Concord. 
(6)  Paul  Revere;  Minute  Men 

G.  Independence  Day. 

(a)  Signing  of  the  Declaration. 

(fc)  Liberty  Bell. 

(c)  General  rejoicing. 

95 


REFERENCE  BOOKS 


The  books  marked  (#)  will  not  appeal  strongly  to  the  pupil  but  they 
are  listed  as  a  special  help  to  the  teacher. 


Grades  I,  II,  HI 


#The  Story  Hour  Wiggin  and  Smith 

Colonial  Stories  Pratt 

Hopi,  the  Cliff  Dweller  Martha  Jewett 

Little  Indian  Folk  Deming  &  Denting 

#Stories  of  Great  Americans  for  Little  Americans  Eggleston 

Stories  of  Our  Holidays  I.  M.  Horsford 

Little  American  History  Plays  for  Little  Americans .  .  E.  Hubbard 

Red  Letter  Days  and  Red  Letter  Facts  Hall-Lennox 

The  Stories  of  the  Pilgrims  Pumphrey 

Short  Stories  from  American  History  Blaisdell  &  Ball 

Wigwam  Stories  Judd 

Stories  of  United  States  for  Youngest  Readers  A.  C.  Davis 

#Stories  of  Indians  of  New  England  Burton 


POEMS 

The  Pumpkin  Whittier 

Washington's  Birthday  Margaret  Sangster 

Foreign  Children  R.  L.  Stevenson 

Hiawatha  (Selections)  Longfellow 

The  Flag  Goes  By  H.  H.  Bennett 

The  Landing  of  the  Pilgrims  Hemans 

Paul  Revere 's  Ride  Longfellow 


Grades  m,  IV,  V 

Instructor  Literature  Series  Owen  Publishing  Co. 

Young  Folks'  Library  of  Choice  Literature. 

Educational  Publishing  Co. 


UNITED  STATES  HISTORY 
Grades  IV  to  VIII 

"In  history  we  behold  the  all- wise  and  powerful  Providence  of  God 
displaying  itself  in  the  course  of  human  affairs." 

The  teacher  of  history  should  realize  that  no  other  subject,  religion 
excepted,  is  better  adapted  to  improve  the  faculties  of  the  soul;  there- 
fore children  should  be  taught  the  Catholic  side  of  American  History, 
especially  the  stories  of  the  self-sacrificing  missionaries  who  were  among 
the  first  explorers;  also  biographies  of  those  great  Catholics  whose 
names  brighten  the  pages  of  the  past,  or  Catholics  who  have  played 
a  prominent  part  in  shaping  the  nation. 

The  study  of  history  should  be  made  of  character  value  to  the  pupils 
through  the  lessons  of  courage,  justice,  and  patriotism  which  it  pre- 

96 


sents,  and  through  the  examples  of  personal  greatness  and  nobility  of 
character  found  in  its  pages.  Too  much  prominence  should  not  be 
given  to  wars  in  themselves,  but  rather  to  the  principles  at  stake  and 
to  the  questions  fought  out  and  decided  upon  in  times  of  peace. 

History  presents  a  great  deal  for  the  training  of  the  imagination, 
reason  and  judgment,  hence  it  should  not  be  made  a  mere  memory  study. 
In  teaching  history  impress  upon  the  minds  of  children  the  necessity 
of  judging  of  the  events,  customs,  etc.,  from  the  proper  view  point. 
Present  standings  cannot  be  used  in  judging  the  past.  Time  has 
changed  customs,  modes  of  life,  and  habits  of  thought.  Institutions 
and  modes  of  punishment  which  would  be  considered  cruel  today  be- 
cause of  change  of  customs  and  thought  were  once  of  a  general  practice 
and  very  commonly  sanctioned.  This  fact  throws  a  different  light 
upon  many  events  and  practices  which  history  records  in  connection 
with  the  explorations  and  settlements  of  our  country. 

Train  pupils  to  trace  the  relation  between  cause  and  effect  in  all 
great  events  of  history.  The  cause,  the  event,  the  effect,  arouse  interest 
and  demand  thought. 

Contemporaneous  history  of  related  countries  will  be  a  valuable  aid 
in  teaching  the  history  of  our  own,  since  events  here  were  shaped  largely 
by  the  course  of  events  in  other  countries. 

It  is  eminently  desirable  that  Catholic  works  on  the  subject  of  his- 
tory should  be  placed  in  the  hands  of  the  pupils  since  nowhere  more  than 
in  history  can  insidious  influences,  which  will  ultimately  militate  against 
the  spirit  of  faith,  be  exerted  over  young  minds. 

Pupils  should  not  be  required  to  memorize  verbatim  portions  of  the 
text  book;  instead,  they  should  be  trained  to  use  it  as  a  source  of  in- 
formation upon  that  portion  of  the  syllabus  which  the  class  is  studying. 
The  habit  of  stating  in  one's  own  language  what  has  been  learned  from 
the  text  should  be  sedulously  cultivated.  The  open  text  book  method 
is  excellent  as  it  trains  the  pupils  to  take  in  the  thought  of  the  printed 
page  and  grasp  the  essential  points.  During  this  exercise  the  pupils 
are  asked  questions  on  cause  and  effect,  etc.  Answers  may  be  oral  or 
written  and  criticism  should  follow. 

The  lavish  use  of  chronology  should  be  avoided.  The  dates  of  the 
most  important  events  are  a  necessity,  but  the  number  should  be  made 
as  small  as  possible.  The  exact  dates  of  events  are  of  much  less  im- 
portance than  their  orderly  succession  and  continuity.  Unity  is  the 
great  principle  that  should  underlie  and  guide  all  historical  study. 

Topic  reviews  under  such  heads  as  explorations,  settlements,  founders 
of  colonies,  statesmen  of  the  successive  periods,  presidents,  political 
parties,  important  battles,  etc.,  will  suggest  themselves  to  every  teacher. 

The  teacher  should  keep  in  mind  that  the  chief  purpose  of  instruc- 
tion in  history  is  to  inspire  the  young  with  broad,  sound,  generous  pa- 
triotism and  to  train  them  for  the  conscientious  discharge,  in  due  time, 
of  the  duties  of  citizenship. 

The  pupils  should  be  taught  to  see  the  development  of  the  political 
institutions  of  the  United  States  in  the  progress  of  events,  from  the 
settlements  of  the  colonies  to  the  present  time,  and  to  find  in  these 
political  institutions  the  source  of  freedom,  stability  and  power  of  the 
nation.  If  the  instruction  is  pursued  in  this  spirit,  the  history  lesson 
will  constitute  no  unimportant  part  of  the  pupils'  school  training. 

97 


UNITED  STATES  HISTORY 


Grade  IV 

Approximate  time  50  minutes  per  week 

Aims: 

The  aim  of  the  teacher  in  presenting  United  States  History  in  Grade 
Four  should  be  to  arouse  an  interest  in  history  and  a  spirit  of  patriotism. 
The  purpose  of  the  work  should  be  to  make  the  pupils  familiar  with  the 
leading  facts  of  the  historical  periods  of  our  country.  The  work  should 
consisit  principally  of  oral  lessons  given  in  biographical  sketches  of 
the  great  men  of  our  nation. 

Suggestions : 

The  topics  should  be  presented  in  a  somewhat  connected  form,  not 
each  given  in  a  distinct  setting. 

The  characters  selected  should  be  pictured  in  the  time  in  which  they 
lived.    The  age  of  the  child,  however,  should  be  considered. 

The  oral  lesson  given  by  the  teacher  should  be  reproduced  by  the  child 
either  orally  or  in  written  form.  These  stories  may  be  used  in  con- 
nection with  language  work. 

Work  Required : 

I.    Period  of  Discovery. 

(a)  European  trade  with  the  East  at  the  time  of  Columbus. 

Necessity  of  a  shorter  route  to  India. 

(b)  Columbus.    Education;  favorite  study;  belief  regarding  the 

rotundity  of  the  earth ;  aid  given  by  Queen  Isabella ;  voyage ; 
planting  the  cross  on  the  shores  of  our  country;  Columbus 
Day. 

(c)  How  America  received  its  name. 

(d)  The  Indians.    Why  so  named;  appearance;  dress;  dwelling; 

mode  of  life;  government;  religion;  relation  with  white 
men;  Indian  names  of  places,  rivers,  etc. 

(e)  Labors  of  the  Missionaries  among  the  Indians;  Father  Jogues. 

His  labors  among  the  Indians;  capture  by  the  Mohawks; 
sufferings;  release  from  captivity;  sent  to  France;  return  to 
America ;  martyrdom ;  burial  place. 

II.    Colonial  Period. 

(a)  The  Pilgrims.    Reasons  for  leaving  England;  Life  in  Holland; 

Life  in  the  New  World. 
(6)  William  Penn.    Persecution  of  the  Quakers  in  England. 

Seeking  refuge  in  America;  Penn  and  the  Indians;  Penn's 

city. 

HI.    Period  of  the  Revolution. 

(a)  How  the  Colonies  became  the  United  States.  Taxation; 
Boston  Tea  Party;  Meetings  held  in  Philadelphia;  Declara- 
tion of  Independence;  United  States  of  America;  Our 
Nation's  birthday,  July  Fourth. 

(6)  George  Washington.  Birthplace  and  boyhood;  education; 
services  during  the  French  and  Indian  War;  Revolutionary 

98 


War;  honored  by  nation;  Washington's  Birthday,  February 
22. 

(c)  Our  Flag.    Meaning  of  stripes;  field  of  stars;  When  the  first 

flag  was  made;  where;  by  whom;  emblem  of  our  country; 
salute;  Flag  Day. 

(d)  Patriots'  Day.    English  soldiers  enter  Boston;  Minute  Men; 

American  stores  at  Concord;  Paul  Revere's  Ride;  Battle 
of  Lexington  and  Concord. 

(e)  Benjamin  Franklin.    Birthplace;  boyhood;  Life  in  Phila- 

delphia; services  to  country. 

IV.    Period  of  the  Civil  War. 

(a)  Abraham  Lincoln.    Birthplace;  edcation;  President;  Civil 
War;  Death. 

(6)  Memorial  Day.    First  instituted  for  the  soldiers  who  fell 
during  the  Civil  War.    Explain  meaning  of  services  held. 

Grade  IV 
REFERENCE  BOOKS 

The  books  marked  (#)  will  not  appeal  strongly  to  the  pupils  but  are 


listed  as  a  special  help  to  the  teacher. 

#Primary  History  Gerson 

American  Leaders  and  Heroes  Gordy 

American  Book  of  Golden  Deeds  Baldwin 

America's  Stories  for  American  Children  Pratt 

The  Stories  of  the  Pilgrims  Pumphrey 

The  Story  Hour  Wiggin  &  Smith 

#The  History  Reader  Wilson 

Colonial  Stories  Pratt 

The  Coming  of  the  White  Men  Wade 

Stories  of  Great  Americans  for  Little  Americans  Eggleston 

Stories  of  American  Life  Eggleston 

Legends  of  the  Red  Children  Pratt 

Colonial  Children  Pratt 

Legends  of  the  Red  Men  Tanner 

The  American  History  Story  Book  Blaisdell  &  Ball 

Stories  of  American  History  Bodge 

Colonial  Children  Hart  &  Hazzard 

Primary  History  Stories  of  Heroism  Mace 

#Lif e  of  Columbus  Irving 

American  Indian  Life  Starr 

United  States  Stories  for  Youngest  Readers  A.  C.  Davis 

Grandfather's  Chair  Hawthorne 

#Four  Great  Americans  Baldwin 

Stories  from  American  History  Edna  Turpin 

POEMS 

Hiawatha  (Selections)  Longfellow 

The  Landing  of  the  Pilgrims  Hemans 

Paul  Revere's  Ride  Longfellow 

The  Little  Drummer  R.  H.  Stoddard 

99 


UNITED  STATES  HISTORY 


Grade  V. 

Approximate  time  50  minutes  per  week 

Aims: 

The  aim  of  the  teacher  in  presenting  the  biographical  work  of  this 
grade  is  to  awaken  interest,  encourage  supplementary  reading,  and 
present  worthy  ideals  by  the  study  of  the  lives  of  great  American  leaders 
and  inventors. 

Suggestions: 

In  the  biographical  element,  character  should  be  identified  with 
great  movements  and  important  situations.  The  strong  feature  should 
be  the  part  taken  by  the  leader.  Care  should  be  taken  to  empha- 
size the  social  side,  for  historical  leaders  do  their  work  impelled  by  social 
forces  and  interests  and  not  entirely  by  personal  interests. 

The  outline  given  for  the  study  of  biography  is  only  a  type  study. 
It  is  understood  that  the  teacher  will  eliminate  such  points  as  do  not 
apply  to  the  character  under  consideration. 

Work  Required: 

I.    Make  biographical  studies  of  the  following  men : 

(a)  Robert  Fulton. 

(b)  Eli  Whitney. 

(c)  Thomas  Edison. 

(d)  U.  S.  Grant. 

(e)  Robert  E.  Lee. 

(f)  Daniel  Webster. 

(g)  Cardinal  McClosky. 

(h)  Cardinal  Gibbons. 
Optional. 

(a)  Henry  Clay. 

(b)  Samuel  F.  B.  Morse. 

(c)  Alexander  Bell. 

(d)  Theodore  Roosevelt. 
Type  Study  for  Inventor. 

Type  virtue — Industry. 

1.  Boyhood. 

(a)  Birthplace. 

(b)  Family  life. 

(c)  Schooling. 

(d)  Characteristics. 

Anecdotes  illustrating  character. 

2.  Youth. 

(a)  Success  in  business. 
(6)  Experiments. 

3.  Manhood. 

(a)  Traits  of  character. 

(b)  Workshops. 

4.  Accomplishments. 
Type  Study  for  Leader. 

Type  virtue — Honor. 

100 


1.  Boyhood. 

(a)  Birthplace. 

(b)  Family  life. 

(c)  Schooling. 

(d)  Characteristics. 

Anecdotes  illustrating  character. 

2.  Youth. 

(a)  Preparation  for  life's  work. 

3.  Great  Work. 

4.  Reasons  for  Success. 

5.  Effective  work. 

Aims: 

Make  the  child  familiar  with  the  work  of  the  early  discoverers  and 
explorers  through  the  use  of  a  text  book.  Begin  training  in  the  intelli- 
gent use  of  the  text  book. 

Suggestions : 

In  the  child's  mind,  place  precedes  time.  It  is  proper  to  introduce 
map  or  globe  work  as  a  part  of  each  lesson.  No  lesson  should  be  given 
without  using  a  good  map,  large  enough  to  show  details.  The  pupil 
should  be  taught  to  use  this  map  when  he  gives  his  individual  recitation. 

The  work  of  each  discoverer  or  explorer  should  be  summed  up  in 
a  paragraph  giving  the  essentials  of  time,  purpose,  place,  necessary 
details  and  results. 

The  parts  of  the  country  claimed  by  the  different  nations  as  a  result 
of  discovery  and  exploration  should  be  clearly  pointed  out. 

II.    Mound  Builders: 

(a)  Origin  of  name. 
{b)  Location  of  mounds. 
(c)   Contents  of  mounds. 

HI.  Indians: 

(a)  Personal  appearance. 

(b)  Traits  of  character. 

(c)  Mode  of  life. 

(d)  Religion. 

(e)  Methods  of  warfare. 

IV.    Discoverers  and  Explorers. 

1.  Northmen — Leif  Ericson. 

2.  Spanish. — Columbus 

Ponce  de  Leon 
Magellan 
Pizarro 

3.  Portuguese — 

Vasco  da  Gama 

4.  English. — Cabots 

5.  French. —  Cartier 

Champlain 
Father  Hennepin 
La  Salle 

6.  Dutch. —  Henry  Hudson. 

101 


Vespucci 
Balboa 
Cortez 
Melendez 

Cabral 
Drake 
Verrazano 
Marquette  and 
Joliet 


Discoverers  and  explorers  to  be  studied  under  the  following  headings : 

(a)  Nationality. 

(b)  Purpose  or  motive. 

(c)  Date,  if  important. 

(d)  Route.  Map. 

(e)  Adventures. 
(7)  Result. 

REFERENCE  BOOKS 
Grade  V 

Stories  of  Great  Heroes  Higgins 

America's  Story  for  America's  Children  Pratt 

Story  of  American  History  Blaisdell 

America's  Story.   Beginner's  Book  Pratt 

The  Coming  of  the  White  Man  Wade 

Stories  of  Great  Americans  for  Little  Americans. .  .  .  Eggleston 

Primary  Stories  of  Heroism  Mace 

American  Indians  Starr 

American  History  in  Literature  Lane  &  Hill 

A  First  Book  in  American  History  Eggleston 

Indian  Stories  Told  from  St.  Nicholas  Scribner 

Half  a  Hundred  Stories  Told  by  Nearly  Half  a 

Hundred  Persons  Scribner 

#Pioneer  Priests  of  North  America  Campbell 

^Pioneers  of  France  in  the  New  World  Parkman 

Pioneers  of  the  Mississippi  McMurray 

Four  Great  Americans  Baldwin 

American  Explorers  Gordy 

Builders  of  Our  Country,  Vol.  I  and  II  Southworth 

#Theodore  Roosevelt  Hagerdorn 

Founders  of  Our  Country  Coe 

American  History  Stories  Pratt 

Life  of  Columbus  Irving 

POETRY 

Columbus   .Miller 

Pocahontas  Thackeray 

Landing  of  Columbus  Rogers 

The  Flag.   Drake 

UNITED  STATES  HISTORY 
Grade  VI 

Approximate  time  120  minutes  per  week 

Aim: 

Give  the  child  a  knowledge  of  the  settlement  and  development  of  the 
colonies,  together  with  the  manners  and  customs  of  the  people;  an 
appreciation  of  the  hardships  endured  in  many  cases  for  the  privilege 

102 


of  religious  freedom.  Draw  the  attention  of  the  child  to  the  part  taken 
by  Catholics  in  the  early  settlement  of  our  country. 


Suggestions : 

The  pupils  should  know  the  location  of  important  historic  places. 
They  should  also  become  acquainted  with  the  physical  conditions  which 
have  affected  the  life  and  history  of  its  people. 

The  "Life  in  the  Colonies"  should  be  taken  up  in  connection  with 
each  group  as  it  is  presented. 

Character  lessons,  principally,  that  success  is  the  reward  of  honest 
labor,  should  be  brought  out  from  the  stories  of  the  early  pioneers. 

Under  the  Inter-colonial  wars  emphasize  the  French  and  Indian  War. 

Work  Required : 

I.   Review  Period  of  Discovery  and  Exploration. 
II.   Period  of  Colonization. 
A.  Settlements. 

(a)  Southern.    Emphasize  Virginia  and  Maryland. 

(b)  Middle.    Emphasize  New  York. 

(c)  New  England.    Emphasize  Massachusetts. 
Settlements  to  be  studied  under  the  following  headings : 

1.  Causes. 

(a)  Love  of  adventure. 
(6)  Desire  for  wealth. 

(c)  Over-crowded  conditions  at  home. 

(d)  Missionary  spirit. 

(e)  Desire  for  religious  freedom. 

2.  Leaders. 

(a)  Nationality. 

(b)  Religion. 

3.  Settlements. 

(a)  Names. 

(b)  Location. 

(c)  Time. 

4.  Important  Events. 

(a)  Southern.  Starving  time;  First  Legislative  Assem- 
bly; Introduction  of  negro  slaves;  Claybourne's 
Rebellion;  Act  of  Toleration;  First  Mass  by  Father 
White. 

(b)  Middle.  Capture  of  New  Netherlands  by  the  Eng- 
lish; Charter  of  Liberties. 

(c)  New  England.  First  Thanksgiving;  Town  Meet- 
ing; Salem  witchcraft;  New  England  Confedera- 
tion; Governor  Andros  and  Connecticut  Charter. 

5.  Relation  with  Indians. 

(a)  Pocahontas,  Powhatan. 

(b)  John  Smith. 

(c)  Purchase  of  land  by  Maryland  Settlers. 

(d)  Penn's  Treaty. 

(e)  Massasoit.    Squanto,  Cononicus. 
(f  )  War  with  King  Philip. 

(g)  Pequot  War. 

103 


6.  Life  in  the  Colonies, 
(a)  Social. 
(6)  Industrial. 

(c)  Education. 

(d)  Manners  and  customs. 

(e)  Government. 
(/)  Religion. 

III.  Work  of  the  Missionaries  in  North  America  Prior  to  the  Revolution. 

A.  Missionaries  and  Religious  Orders. 

1.  Spanish. 

(a)  Field  of  Labor.  Emphasize  St.  Augustine  and 
Santa  Fe. 

(b)  Missionaries.  Fathers  Cancer  and  Tolosa,  Fathers 
Martinez  and  Segura,  Father  DeCorpa  and  Father 
Las  Casas. 

2.  French. 

(a)  Field  of  Labor. 

(6)  Missionaries.  Father  Jogues,  Brehoeuf,  Hennepin, 
Marquette. 

3.  English. 

(a)  Field  of  Labor. 

(b)  Missionaries.    Father  White. 

B.  Catholic  Church  in  Colonial  Days. 

(a)  Small  in  numbers. 

(b)  Few  priests  to  cover  large  territory. 

(c)  No  colleges,  no  schools. 

IV.  Inter-Colonial  Wars. 

1.  King  William's, 
(a)  Cause. 

(6)  Attack  on  Schenectady. 

Attack  on  Haverhill. 

Capture  of  Port  Royal,  Acadia. 
(c)  Result. 

2.  Queen  Anne's, 
(a)  Cause. 

(6)  Attack  on  Deerfield. 

Capture  of  Port  Royal. 
(c)  Result. 

3.  King  George's, 
(o)  Cause. 

(6)  Taking  of  Louisburg. 
(c)  Result. 

4.  French  and  Indian  War. 
(a)  Cause. 

(6)  Five  objective  points. 

Fort  Duquesne — Key  to  the  West. 
Acadia  and  Louisburg. 
Niagara. 

Crown  Point  and  Ticonderoga. 
Quebec — Key  to  Canada. 
(c)  Treaty  of  Peace.  Results. 

104 


REFERENCE  BOOKS 


The  books  marked  with  (*)  will  not  appeal  strongly  to  the  pupil  but 
are  listed  for  special  help  to  the  teacher. 

Grade  VI 

Stories  of  American  Revolution  Tomlinson 

Story  of  Our  Country  A.  H.  Burton 

American  History  Stories  Pratt 

Stories  of  the  Pilgrims  Pumphrey 

Making  New  England  Drake 

Stories  of  Indians  in  New  England  Burton 

A  First  Book  in  American  History  Eggleston 

Half  a  Hundred  Stories  Told  by  Nearly  Half  a 

Hundred  Persons  Scribner 

\  Story  of  American  History  Blaisdell 

^* Jesuits  in  North  America  Parkman 

^Pioneer  Priests  of  North  America  Campbell 

/  *Pioneers  of  France  in  the  New  World  Parkman 

Pioneers  of  the  Mississippi  Mc Murray 

^/Catholic  Church  in  Colonial  Days  Shea 

*Home  Life  in  Colonial  Days  Earle 

Grandfather's  Chair  Hawthorne 

*The  Men  Who  Made  the  Nation  Sparks 

Calvert  of  Maryland  Otis 

Mary  of  Plymouth  Otis 

\.  Richard  of  Jamestown  Otis 

/Ruth  of  Boston  Otis 

/  Stephen  of  Philadelphia  Otis 

Tales  of  a  Grandfather  Scott 

Builders  of  Our  Country  Vol.  I  and  II  Southworth 

Days  and  Deeeds  Stone  &  Fickett 

At  War  with  Pontiac  Monroe 

Intermediate  History  of  the  United  States  Sadlier 

POEMS 

Pocahontas  Thackeray 

Evangeline  (Selections)  Longfellow 

Landing  of  the  Pilgrim  Fathers  in  New  England . . .  Hemans 

The  Flag  Drake 

Montgomery  at  Quebec  C.  Scollard 

Concord  Hymn  Emerson 

UNITED  STATES  HISTORY 
Grade  VII 

Approximate  time  120  minutes  per  week 

Aims: 

To  inculcate  an  appreciation  of  the  country  of  which  the  pupils  are 
to  be  the  future  voters ;  using  the  wars  and  administrations  to  bring 

105 


home  more  forcibly  the  price  at  which  the  blessings  and  advantages 
they  enjoy  have  been  purchased. 

From  the  appreciation  thus  acquired  arouse  a  sense  of  responsibility 
to  fulfil  duties  and  obligations  imposed;  to  foster  a  love  for  democ- 
racy, and  a  strong  will  for  efficient  participation  in  the  carrying  on  of 
this  government. 

Encourage  and  interest  in  historical  reading  that  will  carry  over  and 
function  when  school  days  are  over. 

Suggestions: 

Emphasize  the  causes  of  the  Revolutionary  War.  When  teaching 
the  war,  lead  the  pupils  to  understand  the  plan  and  the  object  of  the 
different  campaigns.  Keep  the  battles  subordinated  to  the  general 
movement  of  the  army.  The  results  of  each  campaign  and  their 
effects  upon  the  war  should  be  noted.  Maps  and  blackboard  sketches 
will  aid  in  fixing  these  pcints  firmly  in  the  minds  of  the  pupils. 

In  treating  the  War  of  1912  an  outline  sketch  is  always  required. 
Emphasize  causes ;  brilliant  American  naval  victories ;  the  changed  rela- 
tion between  the  United  States  and  Great  Britain.  Treaty. 

The  Administrations  of  Washington  and  Adams  may  be  regarded 
as  the  formative  period  of  our  history.  During  this  period  the  govern- 
ment shaped  itself  under  the  Constitution.  The  differences  of  political 
opinion  as  to  the  meaning  and  purpose  of  the  Constitution  took  their 
rise  during  these  administrations. 

During  Jefferson's  administration  political  and  social  changes  were 
introduced  which  went  forward  under  succeeding  administrations  until 
they  culminated  under  Jackson. 

The  opening  up  and  settlement  of  the  West  became  important  dur- 
ing John  Quincy  Adams'  administration.  The  great  questions  of  tariff 
and  internal  improvements  were  leading  issues  during  his  term  and 
continued  to  be  subjects  of  controversy  until  Polk's  administration. 

The  anti-slavery  movement  was  strongly  advocated  during  Jackson's 
administration. 

The  successive  acquisitions  of  territory  made  by  the  United  States 
and  their  relations  to  growth  and  improvement  in  the  country  should 
receive  special  attention  and  should  be  indicated  on  a  map  showing 
territorial  development. 

Extensive  use  should  be  made  of  illustrative  literature  in  the  form 
of  descriptions,  poetry,  anecdotes  and  pictures  with  the  purpose  of 
giving  life  and  reality  to  the  subject. 

Prominent  inventions  and  progress  in  literature  should  be  presented 
in  their  relations  to  social  development ;  their  influence  upon  the  wealth 
and  growth  of  the  country  and  upon  the  mental  and  moral  improvement 
of  the  people  should  be  pointed  out. 

Political  complications  of  different  periods  of  United  States  History 
should  not  be  treated  at  length.  It  will  be  sufficient  for  pupils  to  know 
the  names  of  a  few  of  the  great  political  leaders  and  the  part  they  took 
in  the  more  important  contests  arising  from  opposite  views  concerning 
the  meaning  of  the  Constitution,  internal  improvements,  state  rights, 
slavery,  tariff,  national  defense  and  acquisition  of  territory. 

106 


Revolutionary  War. 

A.  Remote  Causes. 

1.  Unjust  treatment  of  colonists. 

2.  Navigation  Laws. 

3.  Restrictions  on  manufactures. 

B.  Immediate  Causes. 

1 .  Taxation  without  representation 

2.  Writs  of  Assistance. 

3.  Stamp  Act. 

4.  Townshend  Act. 

5.  Mutiny  Act. 

6.  Boston  Massacre. 

7.  Boston  Tea  Party. 

8.  Boston  Port  Bill. 

C.  Military  Operations  about  Boston. 

1.  Lexington  and  Concord. 

2.  Bunker  Hill. 

3.  Evacuation  of  Boston. 

4.  Crown  Point  and  Ticonderoga. 

D.  Military  Operations  in  New  York  and  New  Jersey. 

1.  Brooklyn  Heights. 

2.  Washington's  Retreat. 

3.  Princeton  and  Trenton. 

E.  Military  Operations  in  the  Hudson  River  Valley. 

1.  Burgoyne's  Invasion. 

2.  Results  of  Campaign. 

(a)  Retreat  of  St.  Leger. 

(b)  Howe  fails  to  co-operate. 

(c)  Surrender  of  Burgoyne  at  Saratoga.  Effects. 

F.  Military  Operations  about  Philadelphia. 

1.  Brandy  wine  and  Germantown. 

2.  Occupation  of  Philadelphia  by  the  English. 

3.  Washington  at  Valley  Forge. 

4.  Evacuation  of  Philadelphia  and  battle  of  Monmouth. 

G.  Military  Operations  in  the  South. 

1.  Capture  of  Savannah  and  Charleston. 

2.  Greene's  Retreat. 

3.  Virginia  invaded  by  Cornwallis. 

4.  Operations  about  Yorktown.  Result. 

H.  Clark's  Campaign. 

1.  Object. 

2.  Events. 

3.  Result. 

I.  War  on  the  Sea. 

1.  Jeremiah  O'Brien  and  Brothers. 

2.  John  Paul  Jones. 

3.  Capt.  John  Barry 
J.  Treaty. 

1.  Signed  at  Paris. 

2.  Terms. 


107 


Under  these  headings  note : 

1.  Names  of  Catholics: — Carrolls,  Moylan,  O'Brien,  Barry, 
Paca,  Fitzsimmons,  Lafayette,  Polaski,  Gibault. 

2.  Revolutionary  Leaders: — Samuel  Adams,  James  Otis, 
John  Hancock,  Benjamin  Franklin,  Patrick  Henry, 
Lafayette,  Baron  Steuben,  Major  Andre,  Nathan 
Hale,  Marion,  Sumter,  Pickens. 

3.  Selections  from  the  speech  of  Patrick  Henry.  Address 
of  Catholics  to  Washington ;  his  reply. 

II.  Declaration  of  Independence. 

A.  Introduction.    (To  be  committed  to  memory). 

B.  Statement  of  Principles. 

1.  Equality  of  natural  rights. 

2.  Purpose  of  government. 

3.  Source  of  authority. 

4.  Right  of  revolution. 

C.  Statement  of  grievances. 

D.  Declaration  of  Independence.    "These  united  colonies 
are,  and  of  a  right  ought  to  be  free  and  independent  states." 

E.  Pledge.    (To  be  committed  to  memory.) 

III.  Period  of  Development. 

A.  Articles  of  Confederation. 
Defects. 

1.  Congress  could  not  pay  its  bills. 

2.  Congress  could  not  regulate  trade. 

3.  Congress  lacked  authority  to  enforce  order. 

B.  Constitutional  Convention. 

1.  Purpose. 

2.  Time  and  place. 

3.  Members  and  delegates. 

4.  Results. 

5.  Adoption. 

6.  Ratification. 

7.  Preamble.    (To  be  committed  to  memory.) 

8.  Bill  of  Rights.  (1791 ) .    From  Article  I,  the  part  referring 
to  religion  should  be  memorized. 

IV.  Administrations. 

Washington. 

1.  Domestic  Affairs. 

(a)  Payment  of  debts. 

(b)  Tariff. 

(c)  Establishment  of  Mint  and  U.  S.  Bank. 

(d)  Whiskey  Rebellion. 

(e)  Invention  of  cotton  gin. 
(/)   Farewell  Address. 

2.  Foreign  Affairs. 

(a)  Issue  of  Proclamation  of  Neutrality  in  French 

Affairs. 
(6)  Jay's  Treaty. 
Adams. 

1.  Domestic  Affairs, 
(a)  New  Capital. 

108 


2.  Foreign  Affairs. 

(a)  "X.Y.Z."  Papers. 

(b)  Alien  and  Sedition  Laws. 
Jefferson. 

1.  Domestic  Affairs. 

(a)  Purchase  of  Louisiana. 

(b)  Lewis  and  Clark  Expedition. 

(c)  Invention  of  Steamboat. 

2.  Foreign  Affairs, 
(a)  Embargo  Act. 

(6)  Non-Intercourse  Act. 
Madison. 

1.  Domestic  Affairs. 

(a)  First  Protective  Tariff,  1816. 

2.  Foreign  Affairs. 
War  of  1812. 

(a)  Causes. 

(b)  Encounter  between  Constitution  and  Guerriere. 

(c)  Perry's  victory  on  Lake  Erie. 

(d)  Burning  of  Washington. 

(e)  Attack  on  Fort  McHenry. 

(Star  Spangled  Banner  by  Francis  S.  Key.) 
(0   Treaty  of  Peace. 

Monroe. 

1.  Domestic  Affairs. 

(a)  Purchase  of  Florida. 

(b)  Missouri  Compromise. 

(c)  National  Road. 

2.  Foreign  Affairs. 

(a)  Monroe  Doctrine. 
Adams,  John  Quincy. 

1.  Domestic  Affairs. 

(a)  Opening  of  the  Erie  Canal. 
(6)  First  Passenger  Railroad, 
(c)  Tariff  of  1828. 

Jackson. 

1.  Domestic  Affairs. 

(a)  4 'Spoils  System." 

(6)  Tariff  of  1832.  Nullification. 

(c)   Compromise  Tariff  of  1833  by  Henry  Clay. 
Van  Buren. 

1.  Domestic  Affairs. 

(a)  Panic  of  1837. 

(b)  Establishment  of  Sub-Treasury  System. 

2.  Foreign  Affairs. 

(a)  Organization  of  Trans- Atlantic  Steamship  line. 
Harrison  and  Tyler. 

1.  Domestic  Affairs. 

(a)  Invention  of  Telegraph. 
(6)  Annexation  of  Texas. 

2.  Foreign  Affairs. 

(a)  Webster- Ashburton  Treaty. 

109 


Polk. 

1.  Domestic  Affairs. 

(a)  Discovery  of  gold  in  California. 
Emigration  to  California. 

2.  Foreign  Affairs. 

(a)  Settlement  of  northwest  boundary. 

(b)  Mexican  War.    Causes,  Leaders,  Results. 
Taylor  and  Filmore. 

1.  Domestic  Affairs. 

(a)  Compromise  of  1850.    Omnibus  Bill. 

(b)  Gadsden  Purchase. 

Pierce. 

1.  Domestic  Affairs. 

(a)  Kansas  and  Nebraska  Bill. 

(b)  Struggle  for  Kansas. 

2.  Foreign  Affairs. 

(a)  Perry's  Treaty  with  Japan. 
Buchanan. 

1.   Domestic  Affairs. 

(a)  Dred  Scott  Decision. 

(b)  John  Brown's  Raid. 

(c)  First  Atlantic  Cable. 


L: 
L, 


REFERENCE  BOOKS 

Grades  VII,  VIII 

The  books  marked  with  (*)  will  not  appeal  strongly  to  the  pupil  but 
are  listed  for  a  special  help  to  the  teacher. 

American  History  in  Literature  Lane  and  Hill 

History  of  United  States  McCarthy 

Four  Great  Americans  Baldwin 

Life  of  Washington  Scudder 

amps  and  Fireside  Stories  of  the  Revolution  Hart 

Leather  Stocking  Tales  Cooper 

wo  Little  Confederates  Page 

The  Men  Who  Made  the  Nation  Sparks 

Four  American  Naval  Heroes  Beebe 

Four  American  Patriots  Burton 

Century  Book  of  Famous  Americans  Brooks 

Founders  of  Our  Country  Coe 

^tory  of  Lewis  and  Clark  Kingsley 

American  Inventors  and  Inventions  Mowry 

From  Colony  to  Commonwealth  Tiffany 

Children's  Stories  of  American  Progress  Wright 

Nathan  Hale,  The  Martyr  Spy  Brown 

Life  of  Daniel  Boone  Thwaites 

Builders  of  Our  Country  Blaisdell 

Uncle  Tom's  Cabin  Stowe 

The  Real  Benedict  Arnold  Todd 

The  Winning  of  the  West  Roosevelt 

Some  Successful  Americans  Willams 

110 


rith  Perry  on  Lake  Erie  Otis 

Green  Mountain  Boys  Thompson 

Famous  American  Statesmen  Bolton 

Pioneer  History  Stories  of  the  Mississippi  Valley ....  McMurray 

*The  Critical  Period  of  American  History  Fiske 

Growth  of  the  American  Nation  Judson 

Romance  of  the  Civil  War  Hart 

Civil  War  Stories  Retold  from  St.  Nicholas  Scribner 

Side  Lights  on  American  History  Elson 

Studies  in  American  History  and  Crisis  Sadlier 

The  Rescue  of  Cuba  Draper 

Expansion  Strong 

Southern  Soldier  Stories  Eggleston 

First  Inaugural  Lincoln 

Memoirs  Grant 

The  Crisis  Churchill 

Who  Goes  There  ?  ,  Benson 

Recollections  of  Pres.  Lincoln  Chittendon 

Lincoln  Stillwater  Stillwater 

The  Last  of  the  Mohicans  Cooper 

How  Our  Grandfathers  Lived  Hart  &  Chapman 

Selections  from  Riverside  Biographical  Series  

The  Crossing  Churchill 

Horseshoe  Robinson  J.  P.  Kennedy 

ittle  Shepherd  of  Kingdom  Come  John  Fox 

The  Man  Without  a  Country  Edward  Hale 

The  Perfect  Tribute  R.  5.  Andrews 

"Richard  Carvel  Churchill 

The  Southerners  Brady 

v  Astoria  Irving 

\Red  Rock  Page 

Booker  T.  Washington  

*  American  Catholics  in  the  World  War  Michael  Williams 


POETRY 


Paul  Revere's  Ride  Longfellow 

The  Concord  Hymn  Emerson 

The  Song  of  Marion's  Men  Bryant 

Old  Ironsides  Holmes 

Old  Glory  Riley 

The  Surprise  at  Ticonderoga  Stansbury 

The  Ship  of  State  Longfellow 

Grandmother's  Story  of  Bunker  Hill  Battle  Holmes 

Warren's  Address  Pierpont 

Arnold  at  Stillwater  Thos.  Dunn 

English 

The  Men  of  the  Alamo  James  Roche 

The  Blue  and  the  Gray  Finch 

I  Was  With  Grant  Bret  Hart 

Poems  of  American  History  Stevenson 

On  the  Capture  of  Certain  Fugitive  Slaves  Lowell 

111 


Sheridan's  Ride  

The  Gray  Men  of  Battle.  , 
The  Arsenal  at  Springfield 

Johnston  at  Shiloh  

Union  and  Liberty  

Barbara  Frietchie  


Reid 

John  5.  McGroarty 
Longfellow 
Fleming  James 
Holmes 
Whittier 


UNITED  STATES  HISTORY 
Grade  VIII 

Approximate  time  140  minutes  per  week 
Aims  and  Suggestions:  Same  as  in  the  plan  for  Grade  VII. 

Work  Required : 

Lincoln. 

1.  Civil  War. 

A.  Events  influencing  Rebellion. 

Introduction  of  slavery. 
Ordinance  of  1787. 
Invention  of  cotton  gin. 
Importation  of  slaves  prohibited. 
Missouri  Compromise. 
Nullification  Act. 
Annexation  of  Texas. 
Wilmot  Proviso. 
Omnibus  Bill. 
Kansas  Nebraska  Bill. 
Dred  Scott  Decision. 
Personal  Liberty  Laws. 
Anti-Slavery  Books,  Speeches,  etc. 
John  Brown's  Raid. 
Anti-Slavery  Parties. 
Election  of  Lincoln. 

B .  Immediate  Causes : 

Secession  of  the  Southern  States. 
Surrender  of  Fort  Sumter. 

C.  Threefold  Plan  of  the  War. 

(a)  To  weaken  the  Confederacy  by  stopping  sale  of  cotton 
to  England — Blockade. 

(b)  To  weaken  the  Confederacy  by  cutting  off  its  outlying 
portions.  The  Mississippi,  Chattanooga  and  Atlanta 
Campaigns. 

(c)  To  demoralize  the  Confederacy  by  capturing  the  seat 
of  government — the  Richmond  Campaign. 

D.  Land  Campaigns — East. 

(a)  Advance  to  the  Peninsula,  checked  by  the  Seven  Days' 
Battle,  1862. 

(6)  Advance  through  Virginia,  checked  by  the  second 
Battle  of  Bull  Run.  Lee's  counter  invasion,  checked  at 
Antietem,  1862. 

112 


Lee's  second  counter  invasion,  checked  at  Gettysburg, 
1863. 

(c)  Grant's  "Hammering  Campaign"  1864. 
The  battles  in  the  Wilderness. 

The  Encircling  of  Richmond. 

(d)  The  Capture  of  Richmond,  Lee's  surrender. 
Land  Campaigns — West. 

(a)  Southward  advance  along  the  Mississippi,  Cumberland 
and  Tennessee  Rivers. 

Shiloh,  1862. 
Vicksburg,  1863. 

(b)  Eastward  advance  to  Chattanooga,  1863,  and  Atlanta, 
1864. 

(c)  Eastward  and  northward  advance  to  Savannah  and 
Columbia,  1864. 

(d)  Hood's  surrender. 

E.  Naval  Operations. 

(a)  Blockade  1861-1865. 

(b)  New  Orleans,  1862. 

(c)  Merrimac  and  Monitor,  1862. 

(d)  Mobile,  1864. 

F.  Results  of  tne  War. 

2.  Trouble  with  Great  Britain— The  Trent  Affair.    The  Alabama. 

3.  The  Emancipation  Proclamation. 

4.  Assassination  of  President  Lincoln. 
Johnson. 

1.  Reconstruction. 

2.  Amendments  XIII  and  XIV. 

3.  Impeachment  of  President. 

4.  Purchase  of  Alaska. 

5.  Atlantic  Cable  laid. 
Grant. 

1.  Adoption  of  the  Fifteenth  Amendment. 

2.  Settlement  of  Alabama  Claims. 

3.  Completion  of  the  Pacific  Railroad. 

4.  First  American  Cardinal,  1875. 
Hayes. 

1.  Resumption  of  Specie  Payment. 

2.  Deepening  of  the  Mississippi — Eades  Jetties. 

3.  Electricity  applied  to  telephone  and  electric  light. 
Garfield  and  Arthur. 

1.  Assassination  of  Garfield. 

2.  Civil  Service  Reform. 

3.  Chinese  Exclusion  Bill. 

4.  Alien  Contract  Labor  Law. 
Cleveland. 

1.  Presidential  Succession  Act. 

2.  Interstate  Commerce  Act. 
Harrison. 

1 .  Pan-American  Congress . 

2.  Tariff  Agitation  leading  to  reciprocity. 

3.  Establishment  of  the  Catholic  University. 

113 


Cleveland. 

1 .  Bering  Sea  Controversy. 

2.  Settlement  of  the  Venezuela  Question. 

3.  Hawaii  recognized  as  a  republic. 

McKinley. 

1.  Spanish  American  War. 

(a)  Causes. 

(b)  Events. 

(c)  Results. 

(d)  Land  ceded. 

2.  Open  Door  in  China. 

3.  Annexation  of  Hawaii. 

4.  Hague  Court  of  Arbitration. 

5.  Laying  of  the  Pacific  Cable. 

6.  Laws  for  preservation  of  forests. 

7.  Assassination  of  President  McKinley. 

Roosevelt. 

1.  Pure  Food  and  Drug  Act. 

2.  Wireless  Telegraph. 

3.  Acquisition  of  Panama  Canal  Zone. 

Taft. 

1.  Establishment  of  Postal  Savings  Bank. 

2.  Operation  of  Parcel  Post. 

3.  Polar  Expedition. 

4.  Mexican  Difficulties. 

Wilson. 

1.  Amendments  XVI,  XVII,  XVIII,  XIX. 

2.  Mexican  Difficulties. 

3.  Purchase  of  the  Danish  West  Indies. 

4.  Great  World  War. 

A.  United  States  enters  the  War,  1917. 

B.  American  Victories. 

(a)  Belleau  Wood. 

(b)  Soissons. 

(c)  St.  Mihiel. 

(d)  Meuse-Argonne  Region. 

C.  Signing  of  Armistice,  Nov.  11,  1918. 

5.  War  Activities. 

6.  Epidemic  of  Influenza. 

Harding. 

1.  Peace  Conference  at  Washington. 
Study  of  the  growth  and  development  of  the  country  since  1850  under 
the  following  headings : 
(a)  Area. 
(6)  Population. 

(c)  Immigration. 

(d)  Industries. 

(e)  Inventions. 

(f)  Education. 

(g)  Catholic  Education. 

(h)  Catholic  Church. 

114 


Under  the  work  of  this  grade  note  the  following  names: 

Sheridan  Clara  Barton 

Rosecrans  Herbert  Hoover 

Mulligan  Cardinal  McCloskey 

Kearney  Judge  Taney 

Archbishop  Hughes  Elihu  Root 

Cardinal  Gibbons  George  Goethals 
Chief  Justice  White 

Current  Events  is  an  important  factor  in  the  study  of  American 
History. 


HISTORICAL  PICTURES 


Washington  Stuart 

Washington  Trumbull 

Martha  Washington  Stuart 

Home  of  Washington,  Mt.  Vernon  

Crossing  the  Delaware  Leutze 

Washington  at  Trenton  Faed 

Washington  and  Lafayette  at  Mt.  Vernon  Rossiter 

Washington's  Headquarters  at  Newburgh  

Washington  Resigning  His  Commission  

Washington's  Tomb  

Washington  at  Valley  Forge  Brueckner 

Washington  and  His.  Family  

Washington's  Visit  to  His  Mother  Fournier 

Washington  and  His  Mother  Fournier 

Departure  of  Columbus  from  Palos  

Departure  of  Columbus  

Columbus  Before  the  Council  at  Salamanca  

Columbus  at  the  Court  of  Ferdinand  and  Isabella  Brozik 

Columbus  on  the  Deck  of  the  Santa  Maria  Piloty 

Landing  of  Columbus  Mander  Lyn 

Death  of  Columbus  Wappers 

Statue  of  Columbus  Pelzer 

Columbus  Received  by  Catholic  Kings  After  the  First 
Voyage. 

Pilgrims  Going  to  Church  Boughton 

John  Alden  and  Priscilla  , ,  Boughton 

Landing  of  the  Pilgrims  Chas.  Lucy 

The  Mayflower  in  Plymouth  Harbor  W.  S.  Hallsall 

Plymouth  in  1622  

Priscilla  Spinning  Barse 

The  Mayflower  M.  Johnson 

The  Signing  of  the  Mayflower  Compact  White 

Embarkation  of  the  Pilgrims  Parker 

The  Return  of  the  Mayflower  Boughton 

Embarkation  of  the  Pilgrims  Weir 

Departure  of  the  Pilgrims  

Landing  of  the  Pilgrims  ,  Rothermel 

Plymouth  Rock  , ,  

Pilgrim  Monument  

115 


Departure  of  the  Mayflower  Bayes 

Pilgrim  Exiles  Boughton 

Captain  Smith  Rescued  by  Pocahontas  

William  Penn's  Treaty  with  the  Indians  B.  West 

Baptism  of  Pocahontas  Chapman 

Marriage  of  Pocahontas  

The  Coming  of  the  White  Man  Reid 

Treaty  with  the  Indians  F.  D.  Millet 

Red  Horse  Indian  

Gay  Head  Indians  

Hiawatha  N orris 

Abraham  Lincoln  

Lincoln's  Home  

Lincoln's  Statue  


First  Reading  of  the  Emancipation  Proclamation. .  .  . 

The  Boyhood  of  Lincoln  

Paul  Revere's  House  

Old  North  Church  

Lexington  Green  

Battle  of  Lexington  

Lexington  Monument  

Minute  Man  at  Concord  

Concord  Bridge  and  River  

Monument  Bridge  and  Minute  Man  

John  Hancock  House,  Boston  

Faneuil  Hall,  Boston  

Old  South  Church  


Boston  Massacre  Gilman  Page 

Battle  of  Bunker  Hill  Trumbull 

Battle  of  Princeton  Trumbull 

Surrender  of  Burgoyne  Trumbull 

Surrender  of  Cornwallis  Trumbull 

The  Signing  of  the  Declaration  Trumbull 

Ruins  at  Crown  Point  ,  

Ruins  of  Ticonderoga  

Independence  Hall,  Philadelphia  

Liberty  Bell  

Cornwallis  Resigning  His  Sword  to  Washington  Smirke 

The  Old  Belfry,  Lexington  

The  Spirit  of  76  Willard 

Franklin  

Franklin's  Birthplace  

Franklin's  Old  Printing  Press  

Vespucci  

DeSoto  Discovering  the  Mississippi  Powell 

Death  of  General  Montcalm  B.  West 

Death  of  Gen.  Montgomery  Trumbull 

Samuel  Adams  

Patrick  Henry  

James  Otis  

Jefferson  

Grant  


116 


APPENDIX 


OUTLINE  FOR  STUDY  OF  DECLARATION  OF  INDEPENDENCE 
The  Declaration  of  Independence 

I.   Introduction — reasons  for  the  Declaration. 

II.  Statement  of  Principles. 

1.  Equality  of  natural  rights:  (1)  Life,  (2)  Liberty,  (3)  Pursuit 

of  happiness. 

2.  Purpose  of  government :  to  secure  these  rights. 

3.  Source  of  authority. 

4.  Right  of  revolution;  when  governments  fail  to  secure  the 

rights  of  the  people. 

III.  Statement  of  Grievances. 

1.  Usurpation  of  legislative  department  (Seven  specific  illus- 

trations). 

2.  Usurpation  of  judicial  department  (Two  specific  illustrations). 

3.  Usurpation  of  executive  department. 

4.  Establishment  of  a  military  despotism. 

5.  Refusal  of  all  petitions. 

IV.  Declaration  of  Independence. 

"These  United  Colonies  are,  and  of  right  ought  to  be  free 
and  independent  states." 

CIVICS 

"Good  laws,  good  administration  and  the  perpetuity  of  the  govern- 
ment itself  depend  upon  the  manner  in  which  the  people  discharge 
their  public  duties." 

In  teaching  civics  the  aim  should  be  to  train  for  citizenship.  Good 
citizenship  depends  not  so  much  upon  a  knowledge  of  the  governmental 
forms  of  a  community  as  upon  the  practice  of  civic  virtue  in  that  com- 
munity. As  a  pupil  lives  in  a  community  and  is  a  part  of  it,  he  should 
know  what  community  life  means.  He  should  have  the  desire  to  be 
an  honest  industrious  and  useful  member  of  the  community,  because 
he  has  been  taught  to  feel  that  his  happiness  and  the  welfare  of  the 
community  depend  upon  his  efforts  to  live  right. 

The  town,  city,  state  and  nation  are  political  units  mutually  func- 
tioning for  the  public  good.  The  child  should  be  trained  to  see  the  part 
he  plays  in  each  respective  unit  and  his  duty  of  loyal  citizenship.  This 
study  should  help  him  to  realize  as  concretely  and  as  vividly  as  possible : 

I.  The  division  of  labor  in  these  units:  town,  city,  state  and  nation, 
each  working  for  the  welfare  of  its  members. 

II.  The  common  betterment  of  each  political  unit  resulting  from  the 
special  function  of  the  various  offices. 

117 


III.  The  officers  of  the  three  departments  of  each  political  group, 
their  mode  of  election,  their  duties,  the  passing  of  laws,  the  forms  of 
taxation,  etc.  Each  of  these  topics  should  be  considered  as  a  neces- 
sary adjunct  of  the  well-lubricated  machine  of  government. 

IV.  The  reciprocal  exchange  between  the  members  of  each  group 
for  mutual  service  and  honest  support.  This  principle  may  be  applied 
to  any  form  of  reciprocity — to  the  public  and  the  officers  appointed  to 
minor  duties  of  any  unit,  to  employers  and  the  employed,  to  parents 
and  children,  etc. 

Lessons  in  civics  should  tend  to  form  in  the  pupils  right  habits  of 
conduct  toward  authority,  respect  for  the  rights  of  superiors,  equals 
and  inferiors.  The  value  of  safety,  self -protection  and  self-control 
should  be  well  impressed.  Instructions  on  this  subject  should  create 
in  the  pupils  right  mental  attitudes;  form  habits  which  will  charac- 
terize good,  clean  living,  inspire  a  broad,  generous  patriotism  and  train 
them  for  the  right  discharge  in  due  time  of  the  duties  of  citizenship. 
It  is  the  religious  training  in  the  Catholic  School  which  furnishes  a  per- 
fect motive  and  a  perfect  ideal  in  the  making  of  a  citizen. 

Throughout  the  grades  informal  civic  instruction  may  be  given  by 
the  medium  of  story,  poem,  song  or  biography,  thus  arousing  the 
emotions  that  influence  civic  life. 

Along  with  the  incidental  instruction  in  civics  there  should  be  given 
suitable  lessons  in  present  day  civic  activities  connected  with  the  life 
of  the  child.  Participation  of  pupils  in  a  "cleaning  up  campaign,"  in 
production,  or  in  a  serviceable  work  in  the  community  is  wholesome. 


CIVICS 
Grade  I 

I.  Daily  Walk  to  and  from  School. 

Crossing  the  street.    Where  to  cross. 
Danger  of  running  or  playing  in  the  street. 
Keeping  to  the  right. 
Traffic  Policemen. 

II.  Becoming  Familiar  with  the  School  Building. 

Entering  and  leaving  the  building. 
Exits.    Fire  Drill. 

Appreciation  of  order  and  neatness  in  the  use  of  cloak  room,  etc. 

III.  The  Playground. 

Care  for  one's  own  safety  and  for  that  of  others. 

Playing  "fair." 

The  habit  of  being  obliging. 

Courtesy  to  new  comers. 

IV.  Coming  in  Contact  with  Certain  Persons  who  Represent  the  Authority 

and  the  Service  of  Organized  Society. 

Clergy  Doctor 
Principal  Janitor 
Teachers 

118 


CIVICS 


Grade  II 

Review  work  of  Grade  I,  enlarging  upon  the  topics  suggested. 

I.  Daily  Walk  to  and  from  School. 

Attention  to  signs:  Safety  First,  Danger,  Keep  off  the  Grass. 
Helping  to  Keep  the  Streets  Clean. 
Proper  use  of  rubbish  cans. 

II.  Becoming  Familiar  with  the  School  Building. 

See  Grade  I. 

Necessity  for  silence  and  obedience. 

III.  The  Playground. 

See  Grade  I. 

Choosing  proper  places  in  which  to  play. 

IV.  Coming  in  Contact  with  Certain  Persons  who  Represent  the  Authority 

and  the  Service  of  Organized  Society.    See  Grade  I. 

V.  Home. 

Neatness.  "A  place  for  everything,  and  everything  in  its 
place." 

CIVICS 
Grade  in 

I.    The  Street. 

Crossing  the  street.    Where  to  cross. 
Danger  of  running  or  playing  in  the  street. 
Keep  to  the  right. 

Appreciation  of  street  cleaners'  work. 

Defacing  buildings,  fences,  and  sidewalks  by  using  chalk,  pencil 
or  knife. 

Traffic  Policemen. 
Attention  to  signs. 

II.   Riding  on  Street  Cars. 
Boarding  a  car. 
Leaving  a  car. 
Riding  in  a  crowded  car. 
Conduct  on  car. 

III.    Visiting  Public  Places. 

Conduct  in  church,  at  the  theater,  in  the  Public  Library,  in 
the  park. 

IV.  Coming  in  Contact  with  Certain  Persons  who  Represent  the  Authority 
and  the  Service  of  Organized  Society. 

Visitors  Caretakers 
District  Nurse  Street  cleaners 

Librarian  Collectors  of  waste,  etc. 

Courtesy  when  making  purchases. 
119 


CIVICS 


Grade  IV 

I.    Riding  on  Street  Cars. 

See  Grade  III. 
II.    Visiting  Public  Places. 
See  Grade  III. 

III.  Coming  in  Contact  with  Certain  Persons  of  Authority. 

See  Grade  III. 

IV.  Family. 

Father,  mother,  children,  love  and  respect  for  one  another; 
duties  of  father  to  support  family;  duties  of  mother  to  keep 
things  in  order;  duties  of  children  to  be  obedient,  truthful,  grate- 
ful, kind  and  helpful. 

V.  Home. 

A  pleasant,  happy  place;  bright  and  clean;  arranged  for 
comfort  and  beauty;  duties  of  parents  to  furnish  home;  con- 
sequent duties  of  children  to  use  with  care ;  cheerfully  assisting 
in  household  duties. 

VI.  School. 

Buildings;  teachers,  materials,  heat,  light;  all  supplied  at 
cost  of  great  expense  by  parishioners.  Duties  of  pupils  to 
take  care  of  these  things ;  to  make  the  best  use  of  them ;  to  be 
punctual;  to  do  the  work  assigned;  to  do  one's  best  to  keep 
the  class  mark  and  the  appearance  of  the  class  up  to  the  highest 
standard. 

VII.  Street. 

Necessity  of  looking  where  you  are  going ;  danger  of  running 
and  playing  in  the  street;  use  of  the  sidewalks;  use  of  the 
streets;  keeping  to  the  right;  crossing  the  street  at  the  proper 
place;  looking  both  ways  before  crossing;  traffic  policemen; 
safety  first;  attention  to  public  signs. 

CIVICS 
Grade  V 

Food. 

Large  supply  needed  in  city;  some  means  of  transportation; 
handling  of  food;  packing,  storing,  cold  storage,  etc.  Selling 
of  spoiled  foods  is  criminal.  Some  measures  for  protection 
from  contamination.    Food  inspectors. 

Water. 

Uses;  how  supplied;  how  paid  for;  importance  of  purify- 
ing water;  meters.    Reporting  leaks. 

Housing  the  People. 

Advantages  of  light,  ventilation,  cleanliness.  Building 
laws  a  protection  for  the  people.  Gas  and  its  uses.  Gas 
pipes,  meter,  street  pipes,  source  of  supply. 

120 


I. 

II. 
III. 


Electricity,  telephone,  sewerage.    Explain  benefits. 
Expense  of  arranging  for  and  supervising  all  public  service. 
Paid  for  by  means  of  taxes. 

Relation  of  tenant  and  landlord. 

Duties  of  citizens  to  use  public  property  carefully  and 
to  protect  it. 

IV.  Street. 

Policemen  to  protect  citizens  and  property;  to  keep  order, 
to  control  traffic,  to  give  directions  to  strangers,  to  prevent 
crime.  Policeman  to  be  regarded  as  a  friend,  not  as  an 
an  enemy.    Police  protection  provided  for  through  taxation. 

V.    Street  Cleaning. 

In  summer  by  sweeping  and  flushing ;  in  winter  by  removing 
snow. 

Collection  of  rubbish,  ashes  and  garbage.  Necessity  for 
this.    Importance  of  the  work  and  worker. 

VI.  Health. 

Health  inspection  of  the  home  and  all  public  buildings. 
Quarantine.  Child  labor.  Employment.  Employment  Cer- 
tificates.   Dispensaries.  Clinics. 

VII.  Recreation. 

Playground.  Recreation  Centres.  Parks.  Museums.  Art 
Galleries.  Theatres.  Gymnasiums.  Swimming  Pools.  Pub- 
lic Baths. 

VIII.    Fire  Department. 

Engine  house;  firemen;  apparatus;  fire  prevention;  false 
alarms;  cost  of  maintaining  fire  department  met  by  taxation. 

CIVICE 
Grade  VI 

I.    Means  of  Communication. 

Mails,  telephone,  telegraph,  wireless,  aeroplane. 

II.    Means  of  Transportation. 

Railroad,  Steamship,  Trolley  lines,  Motor  busses,  Freight 
Express,  Parcel  Post,  Streets,  State  Roads,  Bridges,  Canals, 
Rivers.  Ferry. 

III.  Attention  to  the  payment  of  taxes,  rent,  license,  fees. 

1.  Understanding  the  reasons  for  taxation. 

2.  Realization  of  benefits  received  from  Government  expen- 
ditures. 

3.  Feeling  of  part  ownership  in  public  property  and  respon- 
sibility for  its  proper  use. 

IV.  The  simplest  form  of  Government  should  be  introduced. 

Mayor  and  Council.    Duties  of  each. 

121 


V.    Explain  briefly  the  duties  of  these  departments  of  the  city  government: 
Local  Water  Supply. 
Fire  Department. 
Police  Department. 
Department  of  Public  Parks. 
School  Department. 
Board  of  Health 

Penal  Institutions. — Juvenile  Courts. 

CIVICS 
Grade  VII 

The  aim  of  the  instruction  in  this  grade  should  be  to  bring  out  other 
concrete  functions  of  local  and  state  governments  than  those  pre- 
viously developed,  but  the  machinery  through  which  these  functions 
are  performed,  though  made  prominent,  should  not  be  made  the 
primary  object. 

Important  Topics: 

1.  Overseers  of  the  poor. 

2.  State  charities,  asylums,  alms-houses,  etc. 

3.  State  schools. 

4.  State  penal  institutions. 

5.  Care  of  forests  and  parks  by  State  and  National  aid. 

6.  Government  construction  of  roads,  canals,  harbors,  etc. 

7.  State  government  and  taxation. 

Much  valuable  instruction  in  civics  may  be  given,  especially  in  the 
last  two  grades  by  introducing  for  discussion  during  the  general  exer- 
cises topics  related  to  the  different  lines  of  human  activities,  such  as 
child  labor,  etc. 

CIVICS 
Grade  VIII 

Review  work  of  Grades  VI  and  VII. 

United  States  Government 

I.    Legislative  Branch.    Congress:  House  of  Representatives,  Senate, 
Sessions  of  Congress. 

House  of  Representatives:  How  composed;  length  of  term; 
members;  how  apportioned  and  how  elected;  qualification  of 
members;  legislative  powers  of  the  House;  concurrent,  exclu- 
sive; elective  powers  of  the  House:  presiding  officer,  other  officers. 

Senate:  How  composed;  term;  vote;  election  by  the  people; 
qualification  of  members;  presiding  officer;  other  officers;  legis- 
lative powers  of  Senate;  executive  powers  of  Senate;  elective 
powers  of  Senate;  judicial  powers  of  Senate. 

Law  Making:  First  Method:  Action  in  Congress,  action  of 
executive.  Second  Method :  Action  in  Congress,  action  of  execu- 
tive, action  in  Congress  on  return  of  bill.  Third  Method :  Action 
in  Congress;  failure  of  executive  to  sign  or  return  bill. 

Powers  granted  to  Congress. 

122 


Executive  Branch:  In  whom  vested;  term  of  office;  salary; 
oath;  qualifications. 

Election:  By  Electors;  by  House  of  Representatives. 
Military  Powers  and  civil  duties. 

Vice  President:  Qualifications;  term;  oath;  election;  executive 
powers  and  duties. 

Judicial  Branch:  Vested  in  Supreme  Court  and  Inferior 
Courts ;  appointment  of  Judges ;  term  of  office ;  oath ;  jurisdiction. 

Relations  between  the  States  and  the  Federal  Government. 
Formation  and  admission  of  new  States;  territories;  guarantee 
and  protection  to  the  States. 

I,  Miscellaneous  Provisions:  Supremacy  to  the  Constitution; 
Method  of  amendments;  number  of  amendments. 

II.  The  work  in  Civics  should  be  concluded  with  a  consideration 
and  study  of  The  Citizens  Part.  The  obligation  to  obey  law, 
to  cast  one's  ballot  and  to  pay  taxes  should  be  emphasized. 


APPENDIX 

OUTLINEJFOR  STUDY  OF  CONSTITUTION  OF  UNITED  STATES 
I.    THE  CONSTITUTION 
A.  Introduction 

I.    Other  attempts  at  Government. 

1.  Congress  of  1775  to  1781. 

(a)  Lack  of  competent  governing  powers. 

(b)  A  makeshift — born  of  necessity. 

2.  Articles  of  Confederation,  1781  to  1789. 

(a)  Lack  of  executive  power. 

(b)  Undue  importance  of  individual  states. 

II.     The  Preamble.    (To  be  committed  to  memory.) 

B.    The  Nature  of  the  Constitution 

I.     Comparison  with  Articles  of  Confederation. 

1.  Clear  statement  of  three  departments  of  government,  and 

the  duties  of  each. 

2.  Centralization  of  general  powers  in  national  government. 

II.    Different  Views  Concerning  the  Nature  of  the  Constitution. 

1.  Theory  of  centralized  power. 

2.  Theory  of  supremacy  of  states. 

C.    Specific  Provisions  of  the  Constitution 

I.     Legislative  Department — Congress. 
1.  The  House. 

(a)  Term  of  service;  qualifications  and  number  of  repre- 
sentatives. 

123 


(6)  Exclusive  power  of  originating  revenue  legislation. 

2.  The  Senate. 

(a)  Number,  term  of  service  and  qualifications  of  sena- 

tors. 

(b)  Powers  as  to  confirmation  of  appointment;  ratifica- 

tion of  treaties;  amendment  of  bills  for  revenue. 

3.  Congress.    (The  Senate  and  the  House  together. ) 
Powers  and  duties  concerning : 

(a)  Taxation,  finance  and  currency. 
(6)  Commerce,  post-office  and  patents. 

(c)  Army  and  navy. 

(d)  Territory. 

II.     Executive  Department — The  President. 

1.  Election. 

2.  Term. 

3.  Powers  and  duties  concerning: 

(a)  Military  and  civil  affairs. 

(b)  Treaties. 

(c)  Appointments. 

(d)  Messages. 

(e)  Cabinet. 

(f)  Approval  of  laws;  the  veto. 

III.     Judicial  Department — Supreme  Courts  and  Inferior  Courts. 

1.  Method  of  appointment. 

2.  Tenure  of  office. 

3.  Powers. 

(a)  Interpretation  of  the  law. 

(6)  Final  authority  of  Supreme  Court. 

D.    Characteristics  of  the  Constitution. 

I.    Compromises  resulting  from  diverse  interests  of  the  States. 

1.  Representation  of  small  and  large  states. 

2.  Representation  based  on  slave  population. 

3.  Control  of  commerce  and  the  slave  trade. 

II.     Checks  and  balances. 

1.  Power  of  President  to  veto  legislation. 

2.  Power  of  Supreme  Court  to  declare  laws  unconstitutional. 

3.  Power  of  Senate  to  refuse  to  confirm  appointments  of 

President. 

4.  Power  of  House  to  refuse  appropriations  desired  by  the 

President. 

5.  Joint  power  of  Senate  and  House  in  final  legislation. 

6.  Power  of  President  through  control  of  federal  offices  and 

executive  machinery. 

7.  Powers  of  the  general  government  and  of  the  states. 

(The  elastic  clause.) 

III.     Elements  of  Efficiency. 

1.  Distribution  of  powers  and  duties. 

124 


(a)  National  affairs  in  the  hands  of  strong  central  gov- 

ernment. 

(b)  Matters  affecting  citizens  of  a  state  in  hands  of  state 

government. 
2.  Combination  of  stability  and  progress. 

(a)  Means  of  nullifying  popular  frenzy. 

(6)  Opportunities  for  sound  popular  opinion  to  influence 

legislation. 

E.   Amendments  to  the  Constitution 

I.    Amendments  I.  to  X.    Bill  of  Rights. 

II.     Amendment  XI.  Freedom  of  states  from  prosecution  by  citizens 
of  other  states  in  federal  courts. 

III.  Amendment  XII.    Method  of  electing  President. 

IV.  Later  Amendments. 


THE  TEACHING  OF  PATRIOTISM 

The  pupils  in  Catholic  Schools  are  trained  to  a  two-fold  service,  the 
service  of  God  and  the  service  of  country.  Through  the  lesson  in  re- 
ligion, the  truths  of  God  are  inculcated,  this  standard  of  conduct  ex- 
plained and  the  true  motives  for  perfect  living  introduced  into  young 
lives.  Thus  does  the  lesson  in  religion  make  for  a  higher  service  of 
country.  For  the  child  knows  the  significance  of  the  words  of  our  Lord, 
"Render  to  Caesar  the  things  that  are  Caesar's  and  to  God  the  things 
that  are  God's."  Here  is  found  the  basic  principle  upon  which  Catholic 
education  prepares  pupils  for  civic  duty  and  religious  responsibility. 
Patriotism  is  a  holy  opportunity.    Its  sanction  comes  from  God  Himself. 

The  classroom  work  in  United  States  History  and  Civics  aims  to 
teach  the  greatness  and  the  goodness  and  the  beauty  of  the  United 
States  as  a  nation,  and  of  American  institutions  in  their  relation  to 
the  life  of  all  peoples  privileged  to  live  under  the  Stars  and  Stripes. 
Effective  teaching  of  United  States  History  is  a  sure  means  of  develop- 
ing a  devoted  patriotism  since  History  reveals  the  principles  and  the 
ideals  of  American  institutions  and  the  American  people.  With  religion 
as  the  basis  and  the  History  lesson  well  presented  a  strong  and  sturdy 
patriotism  is  developed  in  the  Catholic  elementary  school. 

As  additional  assistance  to  the  teachers  of  the  grades  the  following 
material  is  offered  to  be  used  on  various  occasions  during  the  school  year. 
The  teacher  will  find  that  this  work  can  be  correlated  with  History  and 
the  History  lesson  will  grow  in  interest  and  vitality.  The  thought  in 
mind  is  the  preparation  of  a  loyal  devoted  citizenship  for  the  United 
States. 

The  material  is  arranged  by  grades.  In  the  upper  grades  the  children 
themselves  can  secure  the  poems  for  the  teacher  through  a  visit  to  the 
Public  Library  if  the  books  at  hand  do  not  contain  what  is  needed. 
Some  of  the  selections  noted  below  have  been  referred  to  in  connection 
with  the  United  States  History  and  Civics.  Others  will  be  found  in 
the  standard  reading  books  used  in  the  elementary  grades.    The  songs 

125 


will  be  found  in  music  readers  and  compilations  of  patriotic  music. 
The  Star  Spangled  Banner  and  America  should  be  sung  frequently  in 
every  grade. 

No  month  should  pass  without  the  use  of  some  of  the  material  assigned 
or  similar  material  for  the  high  purpose  of  the  growth  in  patriotic 
thought  and  feeling  in  the  pupils.  The  national  holidays  furnish 
appropriate  occasion  for  a  lesson  of  this  type. 

The  Salute  to  the  Flag  taught  in  the  first  grade  is  continued  in  every 
grade  and  takes  place  every  morning  immediately  after  the  prayers  of 
the  opening  session. 


1.    The  American  Flag. 

Talk  about  the  flag. 

(a)  Colors  of  flag. 

(b)  Number  of  stripes. 

(c)  White  stars  on  blue  field. 

(d)  Salute. 


Children  stand  with  heels  together,  heads  erect,  hands 
close  to  the  side.    Teacher  says,  "Prepare  to  salute." 

Children  place  right  hand  to  forehead,  the  forefinger 
touching  the  forehead .    Teacher  says, ' 1  Salute ,  children. ' 
"I  pledge  allegiance  to  the  Flag  of  the  United  States, 
And  to  the  Republic  for  which  it  stands, 
One  nation  indivisible, 
With  liberty  and  justice  for  all." 
Silent  salute — Teach  children  the  way  to  stand  when 
the  flag  is  passing.    "The  Silent  Salute."    The  boys  re- 
move their  hats  and  place  them  over  their  hearts. 

The  girls  place  hands  to  forehead,  the  first  finger  touch- 
ing the  forehead. 


2.  The  work  in  History  Grades,  I  to  III  suggests  admirable  material 
and  references  for  the  teaching  of  patriotism.  The  teacher  will 
in  each  of  these  grades  emphasize  the  national  holidays  by 
relating  to  the  children  the  great  events  commemorated  and 
developing  a  finer  appreciation  of  the  privilege  of  life  in  the 
United  States. 


Grades  I,  II  and  HI 


PATRIOTIC  SONGS 


Grade  I 


Our  Flag  

A  Cheer  for  the  Flag 

Columbus  

On  Arbor  Day  

Memorial  Day  

Lincoln's  Face  

George  Washington . 

America  

Our  Flag  

Flag  Song  


Old  Tune 


Folk  Tune 
W.  Earhart 
W.  Earhart 
W.  Earhart 
H.  S.  Leavitt 


R.  L.  Baldwin 


Neidlinger 

N.  B.  Hartford 


126 


Grade  II 

Flag  of  Our  Nation  /.  M.  McLaughlin 

Flag  of  Our  Native  Land  /.  M.  McLaughlin 

Hail  Fairest  Land  5.  Roger 

Old  Glory  F.  F.  Buliard 

Washington's  Birthday  F.  F.  Buliard 

The  First  Flag  F.  H.  Atkinson,  Jr. 

Lincoln  F.  H.  Atkinson,  Jr. 

Little  George  Washington  Churchill  &  Grindell 

Sailor  Boys  Churchill  &  Grindell 

America  

Columbia  the  Gem  of  the  Ocean  


Grade  m 

The  Red,  White  and  Blue  F.  H.  Atkinson 

The  American  Flag  G.  Giordani 

The  Flag  Churchill  &  Grindell 

Lincoln  Churchill  &  Grindell 

The  Good  Old  U.  S.  A  T.  Morse 


SUGGESTIONS  GRADES  IV-VHI 
Grade  IV 

1.  Salute  to  the  Flag. 

2.  Study  of  the  Star  Spangled  Banner. 

(1)  Francis  Scott  Key. 

(2)  Words  of  Song. 

(3)  Music. 

(4)  Etiquette. 

3.  Poem.  Finding  America  Eva  M.  Tap  pan 

4.  Song.  America. 

5.  Quotations  for  Thanksgiving  Day. 

6.  Names  by  which  our  Flag  is  know. 

7.  Lincoln  through  stories. 
Sayings  of  Lincoln. 

8.  Sayings  of  Washington. 

9.  Poem.  Paul  Revere's  Ride. 

10.  We  keep  Memorial  Day  Kate  B.  Sherwood 

11.  Story.  Battle  of  Bunker  Hill. 

12.  Poem.  Independence  Bell  Anonymous 


Grade  V 

1.  A  Pledge  to  Our  Flag  and  Country. 

2.  The  Discovery  of  America  Washington  Irving 

3.  Poem.  The   Flag   Goes   By  Bennett 

4.  Song.  Columbia,  the  Gem  of  the  Ocean. 

5.  Song.  Keep  the  Home  Fires  Burning. 

6.  Quotations  for  Thanksgiving  Day. 

127 


7.    Etiquette  to  the  Flag. 

(a)  When  the  flag  passes. 

(b)  The  flag  in  parade. 

(c)  When  the  flag  is  old  and  worn  out. 


8.  Tribute  to  Abraham  Lincoln. 

The  Death  of  Lincoln  Bryant 

9.  Tribute  to  George  Washington  Abraham  Lincoln 

Daniel  Webster 

10.  Story  of  George  Washington. 

11.  Your  Country  and  Your  Flag  Edward  Everett  Hale 

The  Story  of  a  Man  Without  a  Country  Edward  Evertt  Hale 

12.  Story  of  Commodore  John  Barrry  and  Famous  Words. 

13.  Poem.  Memorial  Day  Joyce  Kilmer 

14.  Quotations  for  Memorial  Day. 

15.  Poem.  A  Song  of  the  Flag  Denis  A.  McCarthy 

16.  A  Play  in  One  Act. 


The  Declaration  of  Independence .  .  Eleanor  Hubbard 


Grade  VI 


1.  Quotation.  The  Flag  Beautiful  George  F.  Hoar 

2.  Selection.  Patriotism  Archbishop  Irelamd 

3.  Song.  Hail  Columbia. 

4.  Poem.  Columbus  Archbishop  Spaulding 

5.  Poem.  The  Pilgrims  Bryant 


The  Twenty-second  of  December  Bryant 

6.  The  study  of  the  history  of  the  Flag. 

(1)  The  flags  of  the  colonies. 

(2)  The  Flag  of  the  Revolution. 

(3)  The  story  of  Betsy  Ross. 

(4)  The  authentic  history  of  the  Flag. 

June  14,  1777 — the  flag  of  thirteen  stars  and  stripes. 
May  1,  1795 — the  flag  of  fifteen  stars  and  fifteen  stripes. 
July  4,  1818 — the  flag  of  twenty  stars  and  thirteen  stripes. 

As  each  new  state  was  admitted  a  new  star  was  added 
on  July  4th  next  succeeding  such  admission. 

7.  The  Gettysburg  Address  Lincoln 

8.  Song.  Tenting  on  the  Old  Camp  Ground. 

9.  Selections.     The  Character  of  Washington ....  Thomas  Jefferson 

Henry  Cabot  Lodge 

10.  Poem.  Old  Ironsides. 

1 1 .  Song.  The  Battle  Hymn  of  the  Republic .  .  Julia  Ward  Howe 

12.  Poem.  Lexington  April  19,  1775.  .  .  .Oliver  Wendell  Holmes 

13.  Quotations  for  Memorial  Day. 

14.  Selection.       Makers  of  the  Flag  Franklin  K.Lane 


Grade  VH 

1.  Selections  to  be  chosen  from  Grades  V  and  VI. 

2.  Pledges — to  be  memorized. 

The  American's  Creed. 


128 


3.  Prose — to  be  read. 

Patriotism  Cardinal  O'Connell 

4.  Hymn.  The  Cross  and  the  Flag  Cardinal  O'Connell 

5.  Hymn.  Faith  and  Fatherland  Cardinal  O'Connell 


THE  AMERICAN'S  CREED 

"I  believe  in  the  United  States  of  America  as  a  Government  of  the 
people,  by  the  people,  for  the  people,  whose  just  powers  are  derived 
from  the  consent  of  the  governed;  a  democracy  in  a  republic;  a  sov- 
ereign nation  of  many  sovereign  States;  a  perfect  union  one  and  in- 
separable, established  upon  those  principles  of  freedom,  equality,  jus- 
tice and  humanity  for  which  American  patriots  sacrificed  their  lives  and 
fortunes. 

"I  therefore,  believe  it  is  my  duty  to  my  country  to  obey  its  laws; 
to  respect  its  flag,  and  to  defend  it  against  all  enemies." 


Grade  Vm 

1.  Selections  to  be  chosen  from  Grades  V,  VI  and  VII. 

2.  Emphasize  The  American's  Creed. 


APPENDIX 

THE  FLAG 
How  to  display  it;  how  to  respect  it 

A  code  drafted  by  National  Americanism  Commission  of  the  American 
Legion,  June  14,  1923. 

There  are  certain  fundamental  rules  of  heraldry  which,  if  understood 
generally,  would  indicate  the  proper  method  of  displaying  the  flag. 
The  matter  becomes  a  very  simple  one  if  it  is  kept  in  mind  that  the 
National  Flag  represents  the  living  country  and  is  itself  considered 
as  a  living  thing.  The  union  of  the  flag  is  the  honor  point;  the  right 
arm  is  the  sword  arm,  and  therefore  the  point  of  danger  and  hence 
the  place  of  honor. 

1.  The  Flag  should  be  displayed  only  from  sunrise  to  sunset,  or 
between  such  hours  as  may  be  designated  by  proper  authority.  It 
should  be  displayed  on  national  and  state  holidays  and  on  historic  and 
special  occasions.  The  Flag  should  be  always  hoistered  briskly  and 
lowered  slowly  and  ceremoniously. 

2.  When  carried  in  a  procession  with  another  flag  or  flags,  the 
Flag  of  the  United  States  should  be  either  on  the  marching  right, 
i.e.,  the  Flags  own  right,  or  when  there  is  a  line  of  other  flags  the  Flag 
of  the  United  States  may  be  in  front  of  the  center  of  that  line. 

3.  When  displayed  with  another  flag  against  a  wall  from  crossed 
staffs,  the  Flag  of  the  United  States  should  be  on  the  right,  the  Flag's 
own  right,  and  its  staff  should  be  in  front  of  the  staff  of  the  other  flag. 

129 


4.  When  a  number  of  flags  are  grouped  and  displayed  from  staffs, 
the  Flag  of  the  United  States  should  be  in  the  center  or  at  the  highest 
point  of  the  group. 

5.  When  flags  of  States  or  cities  or  pennants  of  societies  are  flown 
on  the  same  halyard  with  the  Flag  of  the  United  States,  the  National 
Flag  should  always  be  at  the  peak.  When  flown  from  adjacent  staffs  the 
Flag  of  the  United  States  should  be  hoisted  first.  No  flag  or  pennant 
should  be  placed  above  or  to  the  right  of  the  Flag  of  the  United  States. 

6.  When  flags  of  two  or  more  nations  are  displayed  they  should 
be  flown  from  separate  staffs  of  the  same  height  and  the  flags  should  be 
of  approximately  equal  size.  (International  usage  forbids  the  display 
of  the  flag  of  one  nation  above  that  of  another  nation  in  time  of  peace.) 

7.  When  the  flag  is  displayed  from  a  staff  projecting  horizontally 
or  at  an  angle  from  the  window  sill,  balcony,  or  front  of  building,  the 
union  of  the  Flag  should  go  clear  to  the  head  of  the  staff  unless  the  Flag 
is  at  half  mast. 

8.  When  the  Flag  of  the  United  States  is  displayed  in  a  manner 
other  than  by  being  flown  from  a  staff  it  should  be  displayed  flat, 
whether  indoors  or  out.  When  displayed  either  horizontally  or  verti- 
cally against  a  wall,  the  union  should  be  uppermost  and  to  the  Flag's 
own  right,  i.e.,  to  the  observer's  left.  When  displayed  in  a  window 
it  should  be  displayed  the  same  way,  that  is,  with  the  union  or  blue 
field  to  the  left  of  the  observer  in  the  street.  When  festoons,  rosettes, 
or  drapings  of  blue,  white  and  red  are  desired,  bunting  should  be  used, 
but  never  the  Flag. 

9.  When  displayed  over  the  middle  of  the  street,  as  between  build- 
ings, the  Flag  of  the  United  States  should  be  suspended  vertically  with 
the  union  to  the  north  in  an  east-and-west  street  or  to  the  east  in  a 
north-and-south  street. 

10.  When  used  on  a  speaker's  platform,  the  Flag  should  be  dis- 
played above  and  behind  the  speaker.  It  should  never  be  used  to 
cover  the  speaker's  desk  nor  to  drape  over  the  front  of  the  platform. 
If  flown  from  a  staff  it  should  be  on  the  speaker's  right. 

11.  When  used  in  unveiling  a  statue  or  monument,  the  Flag  should 
not  be  allowed  to  fall  to  the  ground  but  should  be  carried  aloft  to 
wave  out,  forming  a  distinctive  feature  during  the  remainder  of  the 
ceremony. 

12.  When  flown  at  half  staff,  the  Flag  is  first  hoisted  to  the  peak 
and  then  lowered  to  the  half  staff  position,  but  before  lowering  the 
Flag  for  the  day  it  is  raised  again  to  the  peak.  On  Memorial  Day, 
May  30th,  the  Flag  is  displayed  at  half  staff  from  sunrise  until  noon 
and  at  full  staff  from  noon  until  sunset,  for  the  Nation  lives  and  the 
Flag  is  the  symbol  of  the  living  Nation. 

13.  When  used  to  cover  a  casket  the  Flag  should  be  placed  so  that 
the  union  is  at  the  head  and  over  the  left  shoulder.  The  Flag  should 
not  be  lowered  into  the  grave  nor  allowed  to  touch  the  ground.  The 
casket  should  be  carried  foot  first. 

14.  When  the  Flag  is  displayed  in  church  it  should  be  from  a  staff 
placed  on  the  congregation's  right  as  they  face  the  clergyman.  The 
service  flag,  the  state  flag,  or  other  flag  should  be  at  the  left  of  the 
congregation.  If  in  the  chancel,  the  Flag  of  the  United  States  should 
be  placed  on  the  clergyman's  right  as  he  faces  the  congregation  and 
other  flags  on  his  left. 

130 


15.  When  the  Flag  is  in  such  a  condition  that  it  is  no  longer  a 
fitting  emblem  for  display  it  should  not  be  cast  aside  or  used  in  any- 
way that  might  be  viewed  as  disrespectful  to  the  national  colors,  but 
should  be  destroyed  as  a  whole,  privately,  preferably  by  burning  or 
by  some  method  in  harmony  with  the  reverence  and  respect  we  owe  to 
the  emblem  representing  our  country. 


CAUTIONS 

1.  Do  not  permit  disrespect  to  be  shown  to  the  Flag  of  the  United 
States. 

2.  Do  not  slip  the  Flag  of  the  United  States  to  any  person  or  any 
thing.  The  regimental  color,  state  flag,  organization  or  institutional 
flag  will  render  this  honor. 

3.  Do  not  display  the  Flag  of  the  United  States  with  the  union 
down  except  as  a  signal  of  distress. 

4.  Do  not  place  any  other  flag  or  pennant  above  or  to  the  right 
of  the  Flag  of  the  United  States. 

5.  Do  not  let  the  Flag  of  the  United  States  touch  the  ground  or 
trail  in  the  water. 

6.  Do  not  place  any  object  or  emblem  of  any  kind  on  or  above 
the  Flag  of  the  United  States. 

7.  Do  not  use  the  Flag  as  drapery  in  any  form  whatever.  Use 
bunting  of  blue,  white  and  red. 

8.  Do  not  fasten  the  Flag  in  such  manner  as  will  permit  it  to  be 
easily  torn. 

9.  Do  not  drape  the  Flag  over  the  hoodtop,  sides  or  back  of  a  vehicle, 
or  of  a  railroad  train  or  boat.  When  the  Flag  is  displayed  on  a  motor 
car,  the  staff  should  be  affixed  firmly  to  the  chassis  or  clamped  to  the 
radiator  cap.  ( 

10.  Do  not  display  the  Flag  on  a  float  in  a  parade  except  from 
a  staff. 

11.  Do  not  use  the  Flag  as  a  covering  for  a  ceiling. 

12.  Do  not  use  the  Flag  as  a  portion  of  a  costume  or  of  an  athletic 
uniform.  Do  not  embroider  it  upon  cushions  or  handkerchiefs  or 
print  it  on  paper  napkins  or  boxes. 

13.  Do  not  put  lettering  of  any  kind  upon  the  Flag. 

14.  Do  not  use  the  Flag  in  any  form  of  advertising  nor  fasten  an 
advertising  sign  to  a  pole  from  which  the  Flag  of  the  United  States 
is  flying. 

15.  Do  not  display,  use  or  store  the  Flag  in  such  a  manner  as  will 
permit  it  to  be  easily  soiled  or  damaged. 

131 


GEOGRAPHY 

Geography  like  all  the  subjects  of  the  curriculum  is  well  taught 
when  teachers  understand  clearly  the  aims  and  values  of  the  study. 
To  know  certain  geographical  facts  is  important  in  the  life  of  the  child. 
This  aim  is  not  tne  exclusive  aim  in  teaching  the  geography  lesson. 
It  is  equally  important  to  develop  in  the  child  the  power  to  interpret 
these  facts  in  their  relation  to  the  life  of  communities  and  peoples. 
Geography  presents  splendid  opportunity  for  the  inculcation  of  the 
fundamental  truths  of  the  influence  of  man's  environment  on  his 
activities,  of  man's  progress  in  the  control  of  the  environment,  of  the 
dependence  of  the  parts  of  the  world  one  on  another  and  particularly 
of  man's  dependence  on  God  Who  in  His  Divine  Providence  has  created 
the  earth  as  a  wonderful  home  for  man.  The  religious  teacher  will 
not  fail  to  use  the  opportunities  of  the  Geography  lesson  in  leading  pupils 
to  a  sincere  gratutude  to  God  for  His  Wisdom  and  Generosity  in  all  His 
dealings  with  His  creatures. 

Aims  in  Geography  are  important.  Facts  alone  make  a  small  con- 
tribution to  the  true  education  of  the  pupil.  Let  some  facts  be  pre- 
sented but  let  them  be  studied  in  their  relation  to  one  another  and  in 
their  relation  to  the  social,  industrial  and  commercial  life  of  man  who 
is  the  central  figure  towards  which  all  the  wonders  of  earth  converge 
in  accordance  with  God's  purposes  in  creating  the  earth  and  everything 
contained  thereon. 

GEOGRAPHY 
Grade  HI 

Approximate  time  75  minutes  per  week 
I.  Aims  in  Geography  for  Third  Grade. 

1.  To  present  in  simple  form  with  a  method  in  accord  with  the 
child's  experience  the  necessary  foundation  for  future  study 
of  geography.  The  home  is  the  center  of  the  child's  life  and 
the  observation  and  study  of  the  facts  of  local  interest  is  the 
first  step  in  the  development  of  correct  geographical  thinking. 

2.  The  child  should  know  the  shape  of  the  earth,  that  it  turns 
on  its  axis,  that  it  is  composed  of  large  masses  of  land  and 
great  bodies  of  water. 

H.  Suggested  Outline  for  Study. 

1.  Aim  is  to  develop  habit  of  observation. 

To  establish  in  child's  mind  certain  fundamental  facts. 
Preparation: — Arouse  interest  by  conversation  with  children  on 

their  own  experience  by  questions  and  stories.    Use  pictures 

and  poems. 

Presentation: — Keeping  of  weather  map  in  class.    Children  led  to 

talk  of  observations  on  way  to  school.    Trees — flowers — objects 

in  classroom. 
Summary: — Results  of  observations. 

Spring,  mild  days,  coming  of  flowers,  days  and  nights  of  almost 

equal  length, 

Summer,  long  warm  days,  sun  high,  shadows  short. 
Autumn,  mild  days,  leaves  falling. 
Winter,  low  sun,  long  shadows,  cold  short  days. 

132 


HI.   Topics  for  Work  in  Geography  in  this  Grade. 

1.  People,  Food,  Clothing  and  Homes. 
People — Characteristics,  Religion  and  Work. 

2.  Soil. 

(a)  How  made. 

(b)  What  plants  need. 

(c)  Influence  on  vegetables  and  animal  life. 

3.  Plants— Needs: 

(a)  Soil,  (6)  Water,  (c)  Sunshine,  (d)  Influence  of  weather. 

4.  Weather. 

(a)  Condition  of  sky — Clear  or  cloudy. 

(b)  Variation  in  its  beauty. 

(c)  Rain,  Sun,  Dew  and  Frost. 

5.  Water  Forms,  Land  Forms.    (To  be  taught  by  sand  table 

when  available. 

Ocean,  Sea,  Gulf,  Lake,  River,  Pond.    Hill,  Mountain,  Plain, 
Island. 

6.  Study  of  Home,  Town  or  City. 

Boundaries,  physical  features,  industries,  trolley  lines, 
churches,  schools,  post  office  and  public  library. 

7.  Points  of  Compass.  Direction. 

(a)  Place  and  direction  of  objects  in  classroom. 

(b)  Means  cf  representing  water  and  land  on  maps. 

(c)  Reading  maps. 

8.  Hemispheres. 

9.  Form  and  size  of  earth :  Appears  flat — proved  to  be  round. 

(a)  Rotation  of  earth  on  its  axis.  (Effects.) 

(b)  Rotation  of  earth  around  the  sun.  (Eflects.) 

10.  Effects  of  sun's  rays. 

1.  Variations  in  heat  of  sun's  rays :  high  and  low  sun. 

2.  Day  and  night. 

3.  Effects  on  activities  of  children  and  older  people. 

4.  Seasonal  changes  in  daily  sun's  position  and  consequent 

changes  in  its  heat. 

5.  Games  played,  home  activities,  clothing,  occupations, 

plant  life. 

11.  Journey  Geography. 

Imaginary  trips  from  school  to  points  of  interest  in  neigh- 
borhood. 

GEOGRAPHY 
Grade  IV 

Approximate  time  125  minutes  per  week 
Aims'ofGrade. 

To  fix  ideas  of  Earth  and  its  divisions  and  to  present  a  compre- 
hensive study  of  the  Continent  of  North  America. 
I.   Review  work  of  Grade  III. 
Emphasize  place  and  direction. 
General  idea  of  earth. 
II.  Develop  Idea  of  Earth  under  following  headings: 
(a)  Shape,  size,  motion. 
(6)  Axis  poles,  equator. 

133 


(c)  Zones,  animal  life,  minerals  peculiar  to  each,  vegetable  life. 

(d)  Hemispheres. 

III.  The  Continent  on  which  we  live,  North  America. 
Teach  under  the  following  topics : 

1.  Position  and  boundary: 

(a)  Position  in  the  Hemispheres. 

(b)  Position  in  relation  to  other  Continents. 

(c)  Position  in  relation  to  Oceans. 

(d)  Zones. 

2.  Size. 

(a)  In  relation  to  other  countries. 

(b)  Extent  in  Degrees,  Belts  and  Zones. 

3.  Coast  line,  its  irregularities. 

Taught  by  taking  imaginary  trips  in  yachts. 

4.  Surface. 

(a)  Highlands,    (b)  Lowlands. 

5.  Highlands. 

Rocky  Mountain  highlands — Appalachian  highlands. 
Laurentian  highlands. 

6.  Lowlands. 

Atlantic  Coastal  Plain,  Great  Central  Plain,  Gulf 
Lowlands,  Great  Lakes,  Pacific  Coastal  Plain. 

7.  Political  Divisions. 

1.  Names  and  Capitals  (Alaska,  Canada,  Newfound- 
land, Mexico,  United  States,  Central  America)  (Em- 
phasize Alaska  as  a  possession  of  United  States.) 

8.  River  Systems — (uses  for  power,  trade,  accessibility). 

1.  Arctic:  (a)  Nelson.    (6)  Mackenzie. 

2.  Atlantic:  (a)  St.  Lawrence.  (6)  Connecticut. 
(c)  Hudson. 

3.  Gulf;  (a)  Mississippi  and  branches.  (6)  Rio  Grande. 

4.  Pacific;  (a)  Yukon,    (b)  Columbia,   (c)  Colorado. 

5.  Advantages  of  Navigable  Rivers. 
Great  Lakes — Use  to  man. 

The  river  nearest  your  home  city  in  Massachusetts. 

9.  Other  Water  Systems. 

(a)  Seas.    (6)  Gulfs,    (c)  Bays. 

10.  Climate. 

1.  Causes:  (a)  Cold  Belts.  (6)  Warm  Belts,  (c)  Hot 
Belts. 

2.  Effects  of  distribution  of  heat  and  cold  in  regard  to 
early  settlements. 

11.  Industries. 

1.  Agriculture. 

Products;  Wheat,  corn,  fruit,  cotton. 
Stock  Raising;  Cattle,  sheep,  hogs. 

2.  Lumbering.  Regions. 

Great  Forest  Belts  of  North  America. 
Mining. 
Gold. 
Alaska. 
Butte. 

134 


* 


3.  Manufacturing: 

Products :  cotton  goods,  woolen  goods. 

4.  Fishing: 

Localities :  Atlantic  Coast  and  Pacific  Coast. 

5.  Commerce: 

(a)  Shipments;  (6)  Exports — Whither;  (c)  Im- 
ports.— Whence. 

12.  Soil.    Its  effects  on  plant  growth. 

13.  People,    (a)  Occupation,    (b)  Clothed,    (c)  Fed.  (d) 

Housed. 

14.  Map  work.    Study  of  Maps.    Outline  of  Maps  and  Map 

Drawing. 

15.  Journey  Geography. 

Make  imaginary  trips  or  journeys  to  homes  of  children 
in  other  lands,  especially  to  regions  related  to  us. 
Consider : 

(a)  Location. 

(b)  Route  of  Travel,  Steam  Ships,  Railroads. 

(c)  People,  race,  color. 


To  give  child  a  knowledge  of  the  United  States,  its  people,  occupa- 
tions, resources;  to  teach  him  to  express  the  fundamental  geo- 
graphical facts;  to  teach  him  that  the  group  states  of  the  United 
States  have  related  interests;  to  know  the  names  of  the  states  in 
these  groups  and  their  principal  cities  and  their  importance  as  com- 
mercial or  manufacturing  centers.  Emphasis  is  to  be  placed  on 
unity  of  all  these  states  under  one  government  and  one  flag. 

Map  drawing  from  book,  blackboard  and  memory;  traced  or  free 
hand  or  both  or  on  outline  maps. 


GEOGRAPHY 


Grade  V 


Approximate  time  125  minutes  per  week 


Aims: 


Topics  and  Suggested  Time  Allotment 


First  Term. 


Review  North  America  4 

New  England  States  with  special  stress  on 


4  weeks 


Massachusetts  

Middle  Atlantic  States 
Central  States  


8  weeks 
2  weeks 
2  weeks 


Second  Term: 


Southern  States  

Western  States  

Possessions  of  United  States . . . 

Canada  

Review  of  New  England  States 


2  weeks 

2  weeks 

3  weeks 
2  weeks 

4  weeks 


135 


OUTLINES  FOR  STUDY 


A.   New  England 

1.  Position.  2.  Names  of  states  and  capitals.  3.  Shore  lines — 
(great  irregularity,  advantages  to  commerce  and  summer  resorts). 
4.  Mountains,  ranges  and  peaks.  5.  Lowlands.  6.  Drainage 
— river  systems  and  lakes.  7.  Important  cities.  8.  Indus- 
tries— (Manufacturing,  Commerce,  Lumbering,  Quarrying,  Fish- 
ing, Dairying  and  Market  gardening).  9.  Products,  (a) 
Natural — potatoes,  fish,  maple  sugar,  tobacco,  ice,  lumber,  slate, 
marble,  granite,  (b)  Manufactured — cotton  and  woolen  goods, 
boots,  shoes,  silk  goods,  rubber  goods,  machinery. 

B.  Massachusetts 

1.  Early  History.  2.  Position.  3.  Size.  Compare  on  map  with 
other  states  in  New  England.  Four  states  in  United  States 
smaller.  4.  Shore  Line.  Use  information  from  experience  of 
children  (Nantasket,  Cape  Cod,  Nahant,  Gloucester).  Irregular 
coast  line  (Boston  Harbor,  Massachusetts  Bay,  Buzzards  Bay, 
Cape  Cod  Bay).  5.  Islands  (Nantucket,  Martha's  Vineyard, 
Islands  in  Boston  Harbor).  6.  Surface  (Highlands  and  Low- 
lands). 7.  Drainage — Rivers  and  Lakes.  8.  Productions. 
(a)  Agricultural — (grain,  vegetables,  fruit,  tobacco),  (b)  Mine 
ral  (building  stone,  marble,  granite),  (c)  Manufacturing  Prod- 
ucts— (cotton  and  woolen  goods,  boots,  shoes,  paper).  9.  Occu- 
pations and  Industries.  (Commerce,  manufacturing,  fishing, 
quarrying,  dairy  and  truck  farming).  10.  Important  cities. 
11.  People — (a)  early  settlers,  (6)  settlers  from  all  countries, 
(c)  simple  study  of  government,  governor,  mayor.  12.  Educa- 
tion— Colleges,  Catholic  (Boston,  Holy  Cross,  Emmanuel). 
Other  colleges  (Harvard,  Williams,  Amherst,  Tufts,  Radcliffe, 
Wellesley.)  13.  Noted  writers.  14.  Topics  and  places  of  his- 
torical interest. 

C.    Outline  for  Study  of  Groups  of  States 

1.  Names  of  States.    Position  in  United  States. 

2.  Coast  line  if  any.  3.  Highlands,  Lowlands — their  value  to  each 
section.  4.  Drainage — Rivers  and  their  contribution  to  com- 
mercial, agricultural  or  manufacturing  interests.  5.  Climate, 
simple  treatment.  6.  Cities,  Capital  of  each  state  and  one  or 
two  important  cities  located  and  studied  for  their  importance. 
Study  cities  in  relation  to  a  harbor,  a  river,  vicinity  to  mines, 
coal,  oil  or  gas  field,  food  supply,  (a)  New  England  Cities 
(Boston,  Worcester,  Portland,  Providence,  Hartford,  Springfield, 
Bangor,  Manchester,  Portsmouth),  (b)  Northern  Cities  (New 
York,  Chicago,  Buffalo,  Philadelphia,  Baltimore,  Washington, 
St.  Louis,  Pittsburg,  Cleveland,  St.  Paul,  Detroit.)  (c)  Southern 
Cities.  (New  Orelans,  Mobile,  Galveston,  Charleston,  Louisville, 
Plateau  Cities,  Denver,  Salt  Lake  City.  Pacific  Cities.  (San 
Francisco,  Portland,  Seattle.)    7.    Natural  Resources:  (a)  Irre- 

136 


gular  coast  line  (good  harbors),  (b)  Large  navigable  rivers. 
(c)  Mountains  containing  minerals  and  building  stone,  (d) 
Forests.  (e)  River  valleys.  8.  Occupations  (Commerce,  man- 
ufacturing, mining,  farming,  cattle  raising,  fishing,  etc.) 

D.    Outline  for  Brief  Study  of  Possessions. 

(a)  When  acquired  and  how.    (6)  Location  and  size,    (c)  Physical 
features,    (d)  Productions,    (e)  Cities.    (/)  Religion. 
Under  these  headings  only  the  briefest  treatment  is  desirable. 

E.    Outline  for  Study  of  Canada. 

1.  Position:  Area  and  Population.    Rivers.  Lakes. 

2.  Geographic  Division. 

(a)  Eastern  Section,  (b)  Central  Plains,  (c)  North  West 
Territory,    (d)  Western  Area. 

3.  Government. 

4.  Industries.    (1)  Lumbering.    (2)  Fishing.   (3)  Agriculture.  (4) 

Mining. 

(1)  Lumbering — (Conditions  affecting  Development:  (a)  Cli- 
matic Conditions.  (6)  Character  of  Woods,  (c)  Prox- 
imity to  Market,    (d)  Regions,    (e)  Centers.) 

(2)  Fishing: — (Conditions  affecting  development  of  this  in- 
dustry, (a)  Factors  determining  location,  (b)  Depth 
of  Water,  (c)  Abundant  Food,  (d)  Temperature  of 
Water.    (/)  Fish.) 

(3)  Agriculture: — (Conditions  affecting  Agriculture.  (a) 
Character  of  People,  (b)  Quality  of  Soil,  (c)  Climatic 
Conditions,    (d)  Proximity  to  Market.) 

(4)  Mining: — (Conditions  affecting  Development,  (a)  Cen- 
ters.   (6)  The  People. — Their  Response.) 

GEOGRAPHY 
Grade  VI 

Approximate  time  125  minutes  per  week. 

Aims: 

To  give  the  pupil  a  knowledge  of  the  important  physical  features  of 
South  America,  Mexico,  Europe;  to  enable  him  to  interpret  maps  and 
from  them  to  draw  true  conclusions  as  to  position  and  direction;  to 
note  the  likenesses  and  differences  between  North  America  and  South 
America ;  to  give  him  the  power  to  express  orally  the  knowledge  gained. 
Lessons  are  to  be  developed  by  teacher  from  globes,  maps,  pictures, 
supplementary  reading,  etc. 

Map  drawing  from  book,  blackboard  and  memory;  traced  or  free 
hand  or  both  or  on  outline  maps. 

Topics  and  Suggested  Time  Allotment 

First  Term: 

Review  4  weeks 


137 


South  America  

Mexico,  Central  America,  West  Indies 


10  weeks 
.  3  weeks 


Second  Term: 
Europe 


20  weeks 


OUTLINES  FOR  STUDY 


A.   South  America. 


1.  (a)  Location  as  regards  Hemispheres,  Zones,  other  Continents 
and  Oceans.  (6)  Size  in  relation  to  other  Continents,  (c)  Form 
of  Coast  Line.  (Discuss  number  of  good  Harbors  and  compare 
its  Coast  Line  with  that  of  N.  A.  Compare  harbors  of  east  coast 
of  S.  A.  with  those  of  West  coast  of  S.  A. )  (d)  Water — Divisions, 
(Oceans,  Seas,  Canals,  Rivers  and  Lakes),  (e)  Climate — Belts, 
Winds,  Rainfall.  (/)  Surface — Highlands,  Mountains,  Plateaus, 
Lowlands,  Plains  and  Valleys.  2.  Resources  of  South  America. 
Regions  of  Development;  Development  of  Resources,  Character 
of  People.  Immigration,  Chief  Industries  and  Centers.  3.  Con- 
tributions sent  to  other  regions.  Conditions  affecting  Produc- 
tion, Countries  to  which  sent.  4.  Dependence  on  other  coun- 
tries :  Material  received  from  Countries  supplying  these  products ; 
Conditions  affecting  sources  of  supply.  5.  Means  of  Transpor- 
tation: Chief  routes  and  centers.  6.  Trade.  United  States 
trade  with  South  America.  Possibilities  for  United  States,  par- 
ticularly Boston.  Effect  of  Panama  Canal.  7.  Occupations. 
(a)  Gathering  rubber.  (b)  Mining  Products:  Gold,  Silver. 
(c)  Valley  of  Amazon. 


1.  Character  of  People:  Race  and  Religion.  2.  Products:  Meat, 
Hides,  Wool,  Corn  and  Wheat.  3.  Industries,  (a)  Commerce: 
(1)  Character  of  the  inland  regions.  (2)  Accessibility  of  the 
inland  regions,  nearness  of  commercial  centers.  (3)  Foreign  and 
Domestic  trade.  (4)  Imports  and  Exports.  (5)  Important 
Trade  Routes.  (6)  Centre:  Rio  de  Janeiro.  (b)  Stock  Raising. 
Ranching:  (1)  Animal  products.  (2)  Condition  affecting  de- 
velopment of  Stock  Raising.  (3)  Conditions  of  Vegetation. 
(4)  Accessibility  to  Market.  (5)  Improved  methods  of  Trans- 
portation. (6)  Centers,  (c)  Agriculture.  (1)  Conditions  af- 
fecting Development.  (2)  Character  of  Topography.  (3)  Qual- 
ity of  Soil.  (4)  Climatic  Conditions.  (5)  Accessibility  to 
Market,  (d)  Manufacturing:  Conditions  affecting  Develop- 
ments. (1)  Accessibility  to  Market.  (2)  Raw  Materials.  (3) 
Centers,  etc.  (e)  Mining:  (1)  Regions.  (2)  Centers.  (3) 
Smelting.  4.  Commerical  relations  with  United  States.  5.  Trans- 
portation, 


B.   Important  Countries,  Argentina,  Brazil,  Chili. 


138 


C.   Mexico,  Central  America,  West  Indies 


1.  Location.  2.  Climate.  3.  Important  Industries,  and  Indus- 
trial Centers.  4.  Study  Industries  according  to  Products, 
Regions,  Centers  and  Markets.  5.  Commercial  Relations  with 
United  States.  6.  Consult  for  suggestions  Outline  for  Study  of 
South  America. 


D.  Europe 

A.  Europe  taken  as  a  Whole. 

1.  Position  (Hemisphere.    Surrounding  waters.    Land  boundar- 
ies.)   2.    Shore  Lines.    Character,  adaptability.    3.  Surface. 

(a)  Highlands.    Mountain  systems,  Ranges,  Peaks,  Volcanoes. 

(b)  Lowlands.  Location,  Extent.  (c)  Points  of  Interest. 
Southern  Europe.  4.  Climate.  Causes,  Latitude,  Elevation, 
Mountains,  Wind,  Rainfall,  Healthfulness.    5.    Rivers,  Lakes. 

B.  Important  Countries. 

1.  British  Isles,  Ireland.  2.  France,  Italy,  Belgium,  Germany. 
3.    Scandinavian  Countries,  Russia. 

C.  Outline  for  Study  of  Country. 

1.  People.    (Natural  Characteristics.    Mode  of  Living.  Religion.) 

2.  Climate.  (Hot,  Cold,  Temperate.  Temperature  and  Moisture. 
Effect  of  Ocean  Currents.) 

3.  Surface.  Highlands:  (Mountains,  Peaks,  Volcanoes).  Low- 
lands: (Plains,  Valleys). 

4.  Drainage.    River  systems  and  Lakes. 

5.  Political  Divisions.    Countries,  Capitals  and  Government. 

6.  Relation  to  U.  S.  1.  Emigration.  2.  Exports  and  Im- 
ports. 

7.  Industries. 

Study  of  Industries. 

1.  Agriculture:  (a)  Conditions  affecting  development.  Grains,  flax, 
sugarbeet  and  fruits,  (b)  Quality  of  soil.  Climatic  conditions 
Temperatures  and  rainfall,  (d)  Products,  (e)  Accessibility  to 
market.  (/")  Distribution  to  centers  of  population.  2.  Stock 
Raising,  (a)  Products,  (b)  Reasons  for  development  of  In- 
dustry, (c)  Regions,  (d)  Distribution  of  Products  and  By- 
products. 3.  Lumbering,  (a)  Reasons  for  growth  as  affected 
by  climate  and  physical  features,  (b)  Regions,  (c)  Character 
of  Woods,  (d)  Distribution  of  Products.  4.  Mining,  (a) 
Products:  Coal,  Iron,  Salt,  Tin,  Platinom,  Gold  and  Petroleum. 
(b)  Centers:  Location,  Mining  and  Smelting,  (d)  Distribu- 
tion of  Products,  (e)  Affects  of  discovery  of  products  or>  prog- 
ress of  country.  5.  Manufacturing,  (a)  Conditions  affecting 
development  of  Industry.  (6)  Accessibility  to  market,  (c) 
Climatic  conditions,  (d)  Sources  of  raw  material,  (e)  Capital 
(f)  Skilled  labor,  (g)  Sources  of  power,  (h)  Distribution  of 
finished  products. 

139 


Note.  In  connection  with  Manufacturing  and  Commerce 
study  Rivers.  6.  Commerce.  Development  of  Railroads  for 
Domestic  Commerce.  1.  Factors  influencing  development, 
(a)  Character  of  Harbors,  (b)  Nearness  to  other  commercial 
regions,  (c)  Climatic  conditions,  (d)  Influence  of  people. 
(e)  Centers:  Paris,  London,  Liverpool  and  Hamburg.  Location 
and  Size.  Reasons  for  growth.  (/)  Routes,  (g)  Competition 
with  other  commercial  regions,  (h)  Exports  and  imports. 
Note.  Emphasize  Trade  with  Colonial  Possessions  of  each 
Country  and  with  the  U.  S.  7.  Fishing,  (a)  Centers,  (b) 
Fishing  Grounds,  (c)  Depth  of  Water.  Temperature  of 
Products.  8.  List  of  Cities  of  Europe.  Purpose. — To  be  able 
to  locate  each  and  to  associate  with  it  the  cause  of  development. 
London,  Liverpool,  Manchester,  Edinburg,  Glasgow,  Belfast, 
Dublin,  Birmingham,  Queenstown,  Berlin,  Hamburg:,  Vienna, 
Rome,  Naples,  Milan,  Constantinople,  Petrograd,  Odessa, 
Paris,  Harve,  Bordeau,  Antwerp  and  Amsterdam.  9.  Religious 
centers.    Rome,  Lourdes. 

GEOGRAPHY 
Grade  VII 

Approximate  time  150  minutes  per  week 

Aim: 

To  study  Asia,  Africa  and  Australia;  to  train  pupils  to  the  habit 
of  logical  deduction  by  showing  the  dependence  of  climate  on  position, 
ocean  currents,  coast  line  and  surface  features,  by  showing  the  rela- 
tion of  products  to  climate,  of  occupation  to  products  and  of  the  loca- 
tion of  important  cities  and  trade  routes  to  surface  features.  Map 
drawing  from  book,  blackboard  and  memory. 

Topics  and  Suggested  Time  Allotment 


First  Term: 

Review  4  weeks 

Asia  14  weeks 

Second  Term: 

Africa   8  weeks 

Australia  and  small  islands  4  weeks 

Mathematical  Geography  3  weeks 


OUTLINE  FOR  STUDY 
A.  Asia 

1.  Shore  lines.  (Character,  Oceans,  Seas,  Gulfs  and  Bays;  Straits, 
Islands.)  2.  Highlands  and  Lowlands.  3.  Climatic  Features. 
(Temperature — dependent  on  latitude  and  altitude.  Winds, 
Currents.)  4.  River  Systems.  Flowing  into  Arctic  Ocean, 
Pacific  Ocean,  Indian  Ocean.    Commercial  importance  of  rivers. 

140 


5.  Vegetation.  (Forests,  Grain,  Desert,  Animals.)  6.  People. 
(Races,  Occupations,  Civilization,  Religions,  Foreign  Mission 
Work  of  Catholic  Church.) 

B.    Important  Countries — China,  Japan,  India 

1.  Position.  (In  which  hemisphere,  direction  from  us.  Latitude 
compare  with  United  States.)  2.  Shore  lines.  (Drainage, 
rivers.)  3.  Important  cities.  4.  Products.  (Mineral,  Agri- 
cultural, Manufactured.)  5.  Industries  resulting  from  pro- 
ductions. 6.  Commerce.  (Domestic,  Methods  of  land  trans- 
portation. Foreign.  Lines  of  steamers  to  United  States.) 
7.  People.  (Race,  Great  numbers.  Characteristics,  Manners 
and  Customs.  Government.  Religion.  Work  of  Catholic 
Foreign  Missionaries.) 

C.  Africa 

1.  Position.  Form,  Size.  Compared  with  other  countries.  2. 
Shore  lines.  (General  character.  Absence  of  harbors.)  3. 
Highlands.  (Mountain  Peaks,  Plateaus.)  4.  Lowlands. 
(Deserts,  Extents,  Surface,  Oasis.)  5.  Climate.  (Tempera- 
ture dependent  on  latitude,  altitude,  winds.)  6.  Drainage, 
(Rivers.  Nile,  Nile  Basin) .  Indian  Ocean  drainage.  Atlantic 
Ocean  drainage.  7.  Important  Countries.  (Important  areas 
are  Nile  Region  and  South  African  Region.  Short  study  of 
Congo  and  Sahara  regions.  Cities,  Products,  Industries,  Com- 
merce.   8.    People.    (Race,  Religion,  Catholic  Mission  Work.) 

D.  Australia. 

1.  Location.  2.  Form.  3.  Size.  4.  Shore  Lines.  5.  High- 
lands. 6.  Lowlands.  7.  Important  Countries.  8  Cities.  9. 
Products.  10.  Industries:  (a)  Agriculture.  (6)  Sheep  and 
cattle  raising,  (c)  Gold  mining.  11.  People.  Government, 
Colonization,  Religion.  12.  Value  of  Australia  to  mother 
country. 

F.   Mathematical  Geography 

1.  Movements  of  the  Earth,  (a)  Daily  motion,  Rotation,  Axis,  Poles. 
Direction  of  Rotation.  Time.  Effect.  Day  and  Night.  (6) 
Yearly  motion.  Revolution.  Time.  Direction.  Effect  of  rev- 
olution. 2.  Change  of  Seasons.  Seasons  for  each  hemisphere. 
3.  Variation  in  length  of  day  and  night  in  different  seasons  and  in 
different  latitudes.  Simple  treatment  of  parallels,  meridians, 
degrees,  latitude  and  longitude  to  be  taught  as  means  of  definite 
location.  International  date  line.  Local  and  standard  time 
Zones. 

Note:  Detailed  outlines  in  Grades  V  and  VI  offer  suggestions  for  the 
development  of  general  topics  given  above. 

141 


GEOGRAPHY 


Grade  VIII 

Approximate  time  140  minutes  per  week 

Aim: 

To  make  an  intensive  study  of  the  United  States  and  possessions: 
to  give  knowledge  of  the  trade  facilities  within  the  United  States  and 
of  the  trade  relations  of  the  United  States  with  other  countries ;  to 
gain  an  understanding  of  the  influence  of  the  natural  resources  and  the 
industries  of  the  United  States  in  the  development  of  domestic  and 
foreign  commerce;  to  awaken  a  spirit  of  gratitude  to  God  for  the 
riches  and  blessings  with  which  He  has  so  richly  endowed  the  United 
States. 

Map  drawing  from  book,  blackboard  and  memory. 


OUTLINES  FOR  STUDY 
A.   The  United  States 

1.  General  View. 

(a)  Geographic  Regions — extent  of  each,  (b)  Relation  of  physical 
condition  to  life  and  industry,  (c)  Natural  resources  compared 
with  other  countries.  1.  Contribution  to  other  countries. 
Centers  of  production.  Countries  to  which  sent.  2.  Depend- 
ence on  other  countries.  Nature  of  products  received.  Coun- 
tries supplying  them.  Trade  routes  and  Commercial  centers. 
(d)  Place  of  United  States  in  Western  Hemisphere.  Border 
countries. 

2.  Study  of  each  Geographic  Region. 

(a)  Surface,  Highlands,  Lowlands,  (b)  Boundaries  and  Coast 
line.  Character  of  Harbors,  Capes  and  Promontories,  (c) 
Cities,  Seaports,  Lakeports.  (d)  Drainage.  Lakes  and  Streams. 
River  Systems,  (d)  Climate.  Variation  due  to  Latitude. 
Elevation,  Mountains. 

3.  Activities  of  People  in  various  regions. 

Under  following  headings:  (a)  Manufacturing,  (b)  Agriculture, 
(c)  Commerce,  (d)  Exports,  (e)  Imports.  (/)  Relation  to 
other  regions,  (g)  Transportation,  (h)  Trade  routes,  (i) 
Trunk  railways.  (;)  Influence  of  natural  beauty,  (k)  Knowl- 
edge of  the  accurate  location  and  significance  of  leading  cities  in 
each  region. 

B.   Possessions  of  United  States. 

Alaska,  Hawaii,  Panama,  Canal  Zone. 

(a)  Value.    (6)  Location,    (c)  Industries. 

Study  of  Industries.    Conditions  affecting. 

1.  Manufacturing.  Proximate  to  sources  of  power  to  raw 
materials,  to  markets,  transportation,  skilled  labor. 

142 


2.  Agriculture.     (1)  Character  of  topography.     (2)    Of  soil. 
(3)  Climatic  conditions.    (4)  Irrigation.    (5)  Transportation. 

3.  Commerce.    (1)  Shoreline.    (2)  Climatic  conditions.  Nearest 
to  commercial  centers.    (4)    Accessibility  of  interior  cities. 

4.  Other  industries.    Mining,  Fishing,  Stock  Raising,  Lumbering. 
Study  of  each. 

Suggestion. 

Develop  work  of  grade  by  use  of  pictures,  advertising  folders, 
outline  maps,  current  events.  The  assignment  of  special  sub- 
jects to  individual  groups  for  study  and  report,  by  showing 
relation  of  each  region  to  New  England  and  Boston:  by  use 
of  problem  method  where  it  can  be  used  to  advantage. 
Detailed  outlines  in  Grades  V  and  VI  offer  suggestions  for  the 
development  of  general  topics  given  above. 

PHYSIOLOGY  AND  HYGIENE 

The  importance  of  the  teaching  of  Physiology  and  Hygiene  in 
elementary  schools  is  evident  from  the  emphasis  placed  on  these  sub- 
jects by  schools  of  all  types  at  the  present  time.  It  is  the  obligation 
of  education  to  promote  the  physical  interests  of  pupils  through 
intelligent  instruction  and  training  in  matters  of  health. 

The  Catholic  teacher  has  highest  motives  for  instilling  proper  regard 
for  the  care  of  the  body.  She  recognizes  in  the  human  body  a  temple 
of  the  Holy  Ghost  which  must  in  every  way  be  maintained  worthy  of  its 
sublime  dignity. 

In  the  outline  which  follows  the  outstanding  purpose  is  the  forma- 
tion of  health  habits  through  daily  practice  which  the  teacher  sug- 
gests and  directs.  Information  on  physiology  will  avail  little  unless 
the  child  carries  out  in  his  own  life  the  principles  set  forth  in  the  for- 
mal instruction.  The  course  includes  suggestions  throughout  for  the 
furtherance  of  the  Safety  Campaign  among  school  children. 

Teachers  will  assist  the  children  in  forming  health  habits  of  conduct 
by  correlating  the  work  with  other  subjects  of  the  curriculum.  Isolated 
lessons  wiJl  accomplish  little  in  comparison  with  constant  insistence  on 
the  formation  of  important  habits  of  life  whenever  the  opportunity  pre- 
sents itself.  Teachers  are  free  to  adopt  practical  suggestions  from  any 
grade  and  to  incorporate  them  into  the  work  of  the  classroom, 

PHYSIOLOGY  AND  HYGIENE 
Grade  I 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Cleanliness  (scalp  and  hair).  2.  Washing  for  cleanliness 
(body,  head,  face,  ears,  hands).  3.  Eating  slowly  (good  teeth  neces- 
sary for  proper  chewing  of  food.)  4.  Health  and  cleanliness  (clothing, 
washing  hands  before  and  after  meals).  5.  Cleanliness  of  play  things 
and  utensils  (exchanging  pens,  pencils,  chewing  gum,  food).  6.  Use 
of  books  (wetting  the  fingers  to  turn  pages;    torn  leaves;  clean  covers. 

143 


7.  Use  of  desk  (keeping  the  desk  tidy;  dust  on  the  desk  or  under  the 
desk).  8.  Safety  lessons  (conduct  on  the  street;  caution  about  sitting 
on  window  sills  at  home;  caution  about  putting  unfamiliar  things  in 
the  mouth,  pills,  beans  or  peas  into  the  nose  or  ear). 

Suggestions  to  Teachers. 

Arrange  a  Good  Health  Club  along  the  lines  of  the  Modern  Health 
Crusade.  Make  each  pupil  a  health  officer  interested  in  his  own 
health  and  the  health  of  other  pupils.  The  teacher  can  give  simple 
talks  which  will  greatly  impress  the  child.  The  co-operation  of  pupils 
is  marked  at  this  period  of  life. 

Habits  to  be  Formed. 

Teach: 

1.  Correct  posture  in  standing  and  sitting. 

2.  Avoidance  of   exchanging  chewing  gum,  candy  and  other 

things  liable  to  be  passed  from  mouth  to  mouth. 

3.  Putting  on  outside  wraps  when  going  out  of  doors  and  remov- 

ing them  when  coming  in.  Especial  care  that  rubbers  and 
overshoes  be  removed  when  pupils  come  into  the  classroom. 

4.  The  manner  of  playing  games  and  playing  them  fairly  avoiding 

selfishness,  anger,  rudeness. 

5.  Use  of  door  mat,  waste  basket,  drinking  fountain  and  care  of 

desk.    Proper  disposal  of  waste  papers,  apple  cores,  etc., 
in  the  school  house,  in  the  yard,  on  the  street. 
The  teacher  should  explain  these  habits  to  the  children  and  give 

reasons  for  cultivating  them.    She  should  arouse  a  desire  in  the  children 

to  form  these  habits. 

PHYSIOLOGY  AND  HYGIENE 
Grade  II 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Review  work  of  Grade  I.  2.  Food  and  drink  (eggs,  fruit,  bread 
and  butter,  vegetables,  milk,  water).  3.  Harmful  food  (rich  cake, 
pickles,  food  sold  on  street).  4.  Teeth — care,  brushing;  decayed  teeth. 
5.  Safety  lessons  (Fire  escapes  kept  clear,  fruit  skins  placed  in  cans 
on  street  corners,  or  placed  in  gutters  for  street  cleaners.  Why  ?  Danger 
of  pushing  or  tripping  in  corridors  and  on  stairs. 

Physiology. 

1.  Eyes,  care  of  eyes,  evil  of  reading  in  poor  light. 

2.  Ears,  little  drum  inside,  danger  of  breaking  ear  drum.  Do  not  put 
pins  in  ears  to  remove  wax. 

3.  Nose,  breathing  through  the  nose ;  mouth  breathing  a  habit  to  be 
broKen.    Nose  tells  us  if  air  is  fit  to  breathe  and  tells  us  about  foods. 

4.  Tongue,  care  of  mouth;  care  of  teeth.  Too  much  candy  makes 
children  sick. 

Suggestions  to  Teachers. 

Good  Health  Club  as  in  Grade  I. 


144 


Habits  to  be  Formed  in  Pupils. 

1.  Cleanliness — care  of  hair,  teeth,  nails,  hands  and  face. 

2.  Sleep,  best  time  for  sleeping  hours  required,  ventilation. 

3.  Light.  Light  over  left  shoulder  and  from  rear.  Hold  book 
proper  distance  from  eyes  (not  less  than  twelve  inches). 

4.  Nose.    Use  of  handkerchief,  breathing  through  the  nose. 

5.  Voice.  Cultivate  pleasant  tones;  emphasize  danger  to  voice 
from  screaming. 

PHYSIOLOGY  AND  HYGIENE 
Grade  III 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Review  work  of  preceding  grades.  2.  Eating  and  Foods. 
(Avoid  tea  and  coffee.)  3.  Clothing  and  Skin.  (Clean  and  tidy, 
airing  clothing,  frequent  bathing,  importance  of  removing  rubbers  and 
rubber  boots  indoors).  4.  Danger  of  cigarettes.  Cigarette  smoke 
contains  poison  and  weakens  lungs.  5.  Safety  first.  (Danger  of  play- 
ing^with  matches,  touching  electric  wires.)    Learn  Safety  Creed. 

Physiology. 

Teach  the  names  and  location  of  the  principal  organs  of  the  body. 

1.  Brain.    Location  at  top  of  head. 

2.  Heart.    Location  at  middle  of  chest  to  the  left,  pumps  blood 

through  parts  of  body. 

3.  Lungs  in  chest. 

Suggestions  to  Teachers. 

1.  Teach  the  Safety  Creed. 

"I  must  not  cross  the  street  without  first  stopping  and  looking 
both  ways.  If  the  street  is  clear  for  at  least  half  a  block,  then 
l£go  ahead  and  cross  quickly. 

I  must  not  steal  a  ride  on  an  automobile  or  other  vehicle. 

I  mrt  not  forget  to  help  younger  children  in  crossing  the 
street." 

2.  Give  instructions  on  dangers  of  each  season.    Winter :  dangers  in 

skating,  and  slipping  on  icy  street  and  falling  in  front  of  a 
moving  vehicle.  Spring :  Dangers  of  going  in  bathing  too  early. 
Summer:  Dangers  of  becoming  overheated.  Fall:  Dangers  of 
starting  fires  in  the  leaves. 

3.  Composition  work  should  include  reproduction  of  hygiene  in- 

structions, stories  of  health  habits  to  be  formed. 

4.  Insist  on  practice  of  habits  of  previous  grades.    Remember  the 

law  of  habit  formation.  Confirmed  repetition  of  the  acts  until 
they  become  automatic. 

145 


PHYSIOLOGY  AND  HYGIENE 


Grade  IV 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Opportunities  for  instruction  come  with  many  subjects  which  the 
child  studies.  In  Geography,  History  and  Literature,  applications 
can  be  made  frequently  to  the  health  habits  and  the  hygiene  conditions 
which  the  lesson  suggests.  Hygiene  should  not  be  an  isolated  subject. 
2.  Review  and  develop  work  of  previous  grades.  3.  Food  and  di- 
gestion. 4.  Fresh  air  and  ventilation.  (Recalling  protection  from 
colds,  necessity  of  pure  air,  room  temperature.)  5.  Dangers  of  alco- 
hol and  cigarettes.  Cigarettes  weaken  heart  and  lungs.  Boys  cannot 
do  everything  men  do.  Smoking  not  so  harmful  to  men  but  boys  have 
not  the  strength  to  fight  poison. 

Physiology. 

In  addition  to  the  Heart,  Lungs  and  Brain  teach  the  location  and 
functions  of  the  Stomach  and  the  Intestines.  Bones  protect  the 
easily  injured  parts  of  the  body  and  provide  framework  for  the 
body.  Muscles  move  the  different  parts  of  the  body  so  that  we 
can  do  various  things,  e.g.,  writing,  walking,  jumping.  Skin  keeps 
the  body  warm  in  Winter  and  cool  in  Summer  by  means  of  pores. 

Safety  Campaign. 

"I  would  rather  be  careful  one  hundred  times  than  have  one  acci- 
dent." One  person  in  seven  is  killed  or  injured  in  an  accident  every 
year.  Caution  against  danger  in  getting  on  or  off  cars  when  they 
are  moving.  Illustrate  proper  way  to  get  on  and  off  of  a  car.  Care 
in  crossing  streets  with  umbrella  up.  Review  work  of  grades  one, 
two,  three. 

Suggestions  to  Teachers. 

Review  work  in  Hygiene  as  opportunities  present  themselves  in 
the  pupils'  daily  life.  The  lesson  correlated  with  some  other  subject 
of  the  curriculum  is  very  effective.  Conduct  written  and  oral  exami- 
nations on  work  of  grade. 

PHYSIOLOGY  AND  HYGIENE 
Grade  V 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Review  and  develop  suggestions  of  previous  grades.  2.  Cleanli- 
ness and  Food.  (Danger  of  uncovered  milk  and  other  contaminated 
food  stuffs,  necessity  of  individual  cup.)  3.  Alcohol  and  tobacco. 
(Effect  on  walls  of  stomach,  interference  with  growth.)  4.  Fresh  Air. 
(Necessity  of  ventilating  living  and  sleeping  rooms.  Effects  of  fresh 
air  on  garments  and  bed  clothes.) 

146 


Physiology. 

1.  The  Human  Body.  Parts,  Muscles,  Functions,  their  Exercise. 
Study  of  Skin,  its  two  layers,  their  functions,  perspiration.  Its 
nature. 

Personal  Habits. 

Review  the  lessons  of  previous  years.  Remember  the  psychology"of 
habit  formation;  continued  repetition  of  acts,  they  become  habits. 

Safety  Campaign. 

Safety  First  Officer  even  more  to  health  than  to  accidents.  Personal 
Hygiene  is  the  "Safety  First"  of  health. 

Health  Promises 

"My  body  is  the  temple  of  my  Soul,  therefore  I  will  keep  my  body 
clean  within  and  without. 

I  will  breathe  pure  air  and  I  will  live  in  the  sunlight. 

I  will  try  to  learn  and  to  practise  the  rules  of  healthy  living. 

I  will  work  and  rest  and  play  at  the  right  time  and  in  the  right  way. 

I  wish  to  make  my  body  healthy  and  my  mind  strong  so  that  I  will 
lead  a  life  of  honor  and  service  to  parents,  friends,  country  and  to  God." 

PHYSIOLOGY  AND  HYGIENE 
Grade  VI 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Use  suggestions  offered  in  previous  grades.  2.  Personal  cleanli- 
ness (care  of  hair  and  cleanliness,  care  of  hands  and  nails,  treatment  of 
teeth;  effects  of  alcohol  and  tobacco.  3.  Food,  its  care  in  refrigerators, 
its  appearance  on  table.    4.    Clothes  (kinds  and  purposes). 

Physiology. 

1.    The  Body — continue  study. 

(a)  The  Eye  (its  protection,  parts,  disadvantages  of  defective 

vision. 

(b)  The  Ear  and  its  parts.    Its  care. 

(c)  The  Nervous  System. 

Safety  Campaign. 

Review  work  of  lower  grades. 

Keeping  to  the  right.    Caution  in  passing  behind  street  cars  dis- 
charging passengers. 

Suggestions  to  Teachers. 

In  composition  work  include  topics  on  Hygiene.  Assign  topics 
as  Hygiene  of  the  Street  Car.  Care  of  Milk.  Travels  of  a  Fly. 
The  value  of  Fresh  Air.    The  Boy  who  smokes  Cigarettes. 

147 


PHYSIOLOGY  AND  HYGIENE 
Grade  VII 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Continue  instructions  in  subjects  outlined  in  previous  grades. 
The  secret  of  success  is  insistence  on  repetition  of  necessary  health 
acts  for  the  formation  of  health  habits.  2.  Fresh  Air  and  its  rela- 
tion to  health.  3.  Dust  (sweeping  and  dusting  germs,  bacteria,  dis- 
ease). 

Physiology. 

1.    The  Body. 

(a)  Digestion.  Organs,  mouth,  stomach,  intestines.  Special 
care  of  teeth. 

(6)  Circulation.  Heart.  Arteries.  Blood  (good  blood  re- 
sult of  food,  fresh  air  and  sleep  Good  circulation  result 
of  exercise  and  freedom  from  pressure,  e.g.,  light  clothing. 

(c)  Nervous  System.  Organs  (location,  structure,  function 
of  brain,  spinal  cord).  (Effects  of  alcohol  on  nervous 
system,  mind,  character.) 

Safety  Campaign. 

Consult  previous  grades. 

PHYSIOLOGY  AND  HYGIENE 
Grade  VHI 

Approximate  time  30  minutes  per  week 

Instruction  in  Hygiene. 

1.  Review  suggestions  in  previous  grades.  2.  Relation  of  Gov- 
ernment to  Public  Hygiene  (pure  food  laws  of  federal  government). 
State  laws  on  diseases  on  animals.  City  laws  on  buildings.  3.  In- 
spection of  foods  by  Government  Water  Supply.  4.  Office  of  Board 
of  Health.  5.  Obligation  of  individuals  to  co-operate  with  govern- 
ment for  conservation  of  public  health. 

Physiology. 

Review  work  of  grades  under  headings.  Care  of  Body.  Food  and 
Air.    Bones,  Muscles  and  Digestion,  The  Nervous  System. 

Safety  Campaign. 

Repeat  Safety  Creed  (Grade  III)  and  Health  Promises  (Grade  V). 

Suggestions  to  Teachers. 

The  great  aim  of  work  in  the  eighth  grade  is  to  fix  permanently  the 
habits  described  and  outlined  in  previous  grades.  The  teacher  can 
enlist  the  assistance  of  the  pupils  themselves  in  checking  up  conditions 
revealed  by  Health  Club.  Work  in  composition  and  drawing  gives 
opportunity  for  expression  of  pupils  ideas  on  Personal  Health  and  the 
Safety  Campaign. 

148 


PHYSICAL  TRAINING 


A  plan  of  physical  exercises  to  be  followed  scrupulously  by  teachers 
in  the  grades  is  an  essential  element  in  any  program  of  elementary 
education. 

In  arranging  the  following  outline  emphasis  has  been  placed  on  calis- 
thenics exercises.  These  exercises  tend  to  correct  faults  in  posture: 
they  stimulate  the  body  and  the  mind;  they  are  the  occasion  for  the 
complete  airing  out  of  the  class  room  to  put  it  in  better  condition  for 
the  lesson  periods. 

Teachers  should  give  two  periods  a  day  to  the  setting  up  and 
calisthenic  exercises.  These  periods  should  break  the  morning  and 
afternoon  sessions  outside  of  the  time  of  recess.  The  physical 
training  lesson  is  more  than  recreation.  It  is  the  time  when  children 
are  taught  to  stand  correctly,  to  breathe  correctly  and  to  develop 
permanent  habits  of  good  posture.  Through  attention  and  interest 
in  the  work  in  physical  training  the  teacher  is  meeting  a  fundamental 
responsibility  for  the  physical  well  being  of  pupils.  Furthermore 
the  physical  training  lesson  does  much  to  give  life  and  zest  to  other  class 
room  activities. 


PHYSICAL  TRAINING 
Grade  I 

Approximate  time  50  minutes  per  week 
OUTLINE  OF  EXERCISES 

Ready  to  stand — One !   Two ! 

Attention. 

Forward  March. 

Marching  on  tip  toe,  also  with  knees  bent  up  and  running — given 

with  following  commands: 
Mark  Time.— March— 1-2-3-4-5-6-7-8. 
Forward  March.  16  Counts. 

Tip  Toe  March.  16  Counts. 

Running  March.  16  Counts. 

Knees  Bent.  16  Counts. 

(It  is  necessary  that  marching  be  done  in  time  and  in  unison.) 

CALISTHENICS 

1.  This  is  my  left  hand. 

This  is  my  right  hand,  ear,  eye,  foot,  etc. 

2.  Hips  firm. 

3.  Neck  firm. 

4.  Heels — raise — sink. 

5.  Trunks — forward — bend — raise. 

6.  Knees — bend — raise. 

7.  Arms — sideways  raise — sink. 

8.  Arms — upwards  raise — sink. 

9.  Heads — backward  bend — raise. 

(Use  deep  breathing  with  every  possible  exercise.) 
REPEAT  each  exercise  eight  counts. 

149 


Each  day  a  game  should  be  given  and  windows  thrown  wide  open. 

Game:  "The  Belled  Cat." 

A  bell  is  hung  about  the  "cat's"  neck.  Three  other  players  are  blind 
folded  and  chase  the  cat  inside  the  ring,  formed  by  the  other  children. 
The  one  who  succeeds  in  catching  him  becomes  "cat"  and  chooses  one 
from  the  ring  to  be  blindfolded  in  his  place. 

Note: — 1.  In  the  physical  training  exercise  place  emphasis  on 
posture,  alert  and  active  response  to  command  and  health  through 
exercise  of  larger  muscles  groups  and  correct  breathing. 

2.  The  holding  up  of  correct  habits  of  posture  constant  and  uncon- 
conscious  is  an  aim  in  the  physical  exercise  period  which  should  carry 
over  into  every  activity  of  the  school  day. 

PHYSICAL  TRAINING 
Grade  II 

Approximate  time  50  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  Stand— One !    Two ! 

Attention. 

Mark  time — March. 

Forward  March. 

Tip  Toe  March. 

Knees  Bent  March. 

Double  Time  March  (running). 

CALISTHENICS 

1.  Right  Foot — forward  place — position. 
Left  foot  forward  place — position. 

2.  Right  Knee — forward  bend — position. 
Left  Knee — forward  bend — position. 

3.  Hips  firm — position. 

4.  Neck  firm — position. 

5.  Breathe,  in — out. 

6.  Arms — upward  bend — position. 

7.  Arms — forward  raise  slowly  1-2-3-4. 

Arms — forward  sink  slowly  1-2-3-4 

8.  Feet — sideways  place — Left  1,  Right  2  (two  counts)  position. 

9.  Arms — forward  and  upward  raise — sink. 
10.    Breathe — in — out. 

Game:  "Cat  and  Rat." 

Note: — 1 .  In  the  physical  training  exercise  place  emphasis  on  posture, 
alert  and  active  response  to  command  and  health  through  exercise  of 
larger  muscles  groups  and  correct  breathing. 

2.  The  holding  up  of  correct  habits  of  posture  constant  and  uncon- 
conscious  is  an  aim  in  the  physical  exercise  period  which  should  carry 
over  into  every  activity  of  the  school  day. 

150 


PHYSICAL  TRAINING 
Grade  m 

Approximate  time  50  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  Stand— One !   Two ! 

Attention. 

Mark  time — March. 

Forward  March. 

Tip  Toe  March. 

Knees  Bent  March. 

Double  time  March. 

CALISTHENICS 

1.  Arms — Upward  stretch — position. 

Sideways. 

Backward. 

Forward. 

2.  Hips  firm — position. 

3.  Knees  bend — position. 

4.  Heels — raise,  knees — bend — position. 

5.  Neck  firm — head  backward  bend. 

6.  Trunks — forward  bend. 

7.  Head — backward  bend. 

8.  Trunks — to  the  right,  twist. 

9 .  B  reathe — in — out . 

Game:  "Huckle,  Buckle  Beanstalk." 

Piece  of  chalk  is  hidden  by  teacher — children  put  heads  on  desk. 
Children  all  move  to  find  it.  When  boy  finds  chalk,  he  says,  "Huckle 
Buckle  Beanstalk." 

Note: — 1 .  In  the  physical  training  exercise  place  emphasis  on  posture, 
alert  and  active  response  to  command  and  health  through  exercise  of 
larger  muscles  groups  and  correct  breathing. 

2.  The  holding  up  of  correct  habits  of  posture  constant  and  un- 
conscious is  an  aim  in  the  physical  exercise  period  which  should  carry 
over  into  every  activity  of  the  school  day. 

PHYSICAL  TRAINING 
Grade  IV 

Approximate  time  60  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  Stand— One !    Two ! 
Attention. 

Mark  Time — March. 
Forward  March. 
Tip  Toe  March. 
Knees  bent  March. 
To  Places — March. 

151 


CALISTHENICS 


1.  Hips  firm. 

2.  Hips  firm — left  foot  sideways  place. 

3.  Hips  firm — heels  raise — sink. 

4.  Head  backward  bend — deep  breathing. 

5.  Class — left  face — Arms  forward  raise. 

6.  Class — Right  face — position. 

7.  Hips  firm— Trunk  to  left — twist. 

8.  Arms — upward  stretch — heels  raise — position. 

9.  Hips  firm  and  feet  sideways  place. 

JUMP. 

10.    Breathe — in — out. 
Game:  "Circle  Game." 

Three  or  four  circles  are  drawn  on  the  floor.  Class  marches  around 
the  room.  A  signal  is  given  to  HALT!  and  the  player  standing  on  or 
in  any  part  of  the  circle  must  drop  out.  (It  is  very  interesting  when 
there  are  many  circles. ) 

PHYSICAL  TRAINING 
Grade  V 

Approximate  time  60  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  Stand.    One !    Two ! 
Attention. 

Mark  Time — March. 

Forward  March. 

Tip  Toe  March. 

Knees  Bent  March. 

Double  Time  March  (running.) 

CALISTHENICS 

1.  Class  right  face — inhale — exhale. 
Class  left  face — inhale — exhale. 

2.  Arms — upward  bend — sideways. 
Arms — stretch  bend — position. 

3.  Hips  firm. — Trunk  to  the  left  bend  — raise. 

Trunk  to  the  right  bend — raise. 
Repeat  in  rotation. 

4.  Left  face — Arms  sideways  fling  and  heels  raise — Hold. 

Arms  and  heels — sink. 
Right  face — Arms  sideways  fling  and  heels  raise — Hold. 
Arms  and  heels — sink. 

5.  Hips  firm — Heels  raise,  knees  bend,  knees  stretch. 

Heels  sink — position. 

6.  One  step  backward  and  march — Arms  sideways  fling,  and  trunks 

to  left  bend. 

152 


7.  Neck  or  head  firm.    Trunk  forward  bend — raise. 

8.  Hips  firm — heels  raise.    Jump  in  place,  in  series — GO  1-2-3-4. 

9.  Two  steps — Forward  March. 
Two  steps — Backward  March. 

10.    Head  firm.    Left  leg — forward  raise  (stiff  knee). 
Game:  "Circle  Seat  Relay." 

At  the  start,  all  players  should  be  seated  and  there  must  be  an  even 
number  in  each  row.  (To  avoid  interference  only  alternate  rows  should 
play.)  At  a  signal,  the  last  player  in  each  row  walks  forward  in  the 
right  aisle,  around  the  front  seat  of  his  row,  and  returns  to  his  seat. 
As  soon  as  he  is  seated,  he  touches  the  player  next  in  front  on  the 
shoulder.  The  play  thus  continues  down  the  row.  The  line  wins 
whose  front  player  has  circled  the  seats,  and  seated  first.  (This  is 
more  fun  when  hopped  instead  of  walked.) 

PHYSICAL  TRAINING 
Grade  VI 

Approximate  time  60  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  stand. — One !   Two ! 

Attention. 

Mark  Time  March. 

Forward  March. 

Tip  Toe  March. 

Knees  upward  bend — March. 

Double  Time  March  (running). 

CALISTHENICS 

1.  Class:  Left  face. 
Class:  Right  face. 

2.  Class:  Left  about  face. 
Class:  Right  about  face. 

3.  Class:  Left  about  face.    Two  steps — forward — March. 

— backward — March . 

Class :  Right  about  face. 

4.  Arms — Forward  and  upward  raise. 
Arms — Sideways  and  downward  sink. 

5.  Left  face — with  deep  breathing.    Arms  outward  turn.  Return. 
Right  face — Repeat. 

6.  Hips  firm — head  firm — Left  hip — Right  hip  firm. 

Change.    Change.  Position. 

7.  Left  face — Arms  upward  bend  and  feet  sideways  place. 

Arms  sideways  stretch  and  heels  raise. 
Arms  bend,  knees  sink.  Repeat. 

8.  Arms  forward  bend,  and  feet  sideways  place.    Trunk  forward  bend. 

Trunk  raise.  Repeat. 

9.  Arms — sideways  raise. 
Trunks  sideways  bend. 

153 


/ 


10.    Hips  firm — heels  raise.    Stride  jump  to  count  of  8.  GO. 
Heels  sink.  Position. 

Game:  "Going  to  15  Beacon  Street." 

Should  be  eight  or  ten  more  pupils  than  seats.  Put  books  on  barred 
seats.    Play  same  as  "Going  to  Jerusalem." 


PHYSICAL  TRAINING 
Grade  VII 

Approximate  time  60  minutes  per  week 


OUTLINE  OF  EXERCISES 

Ready  to  Stand.    One !    Two ! 

Attention. 

Mark  Time  March. 

Forward  March. 

Tip  Toe  March. 

Knees  Bent  March. 

Double  Time  March  (running). 


CALISTHENICS 

1.  Head  firm — Heels  raise — Hold. 

Heels  sink.  Position. 

2.  Left  face. — Left  arm  upward  raise. 

Right  arm  sideways  raise.   Change  to  count  of  16— GO. 

3.  Left  face.    Arms  forward  bend  (deep  breathing). 

Arms  sideways  fling- — palms  up. 

Arms  bend — fling — series  GO  16  counts. 

4.  Left  face  or  right  face.    Hips  firm,  left  knee  upward  bend,  arms 

sideways  fling — Hold  it    1    2  Position. 

5.  Arms  upward  bend.    Trunks  forward  bend. 

Arms  sideways  stretch.    Arms  bend.    Trunks  raise.  Position. 
Repeat  to  16  counts. 

6.  Arms  upward  bend.    Left  hip  firm  and  right  arm  upward  stretch. 

Trunks — to  left  bend,  raise.    Repeat,  changing  arms.  Position. 

7 .  Hips  firm  (deep  breathing ) . 

Head — backward  bend,  chins  in,  raise  and  Position.  Repeat. 

8.  Hips  firm — heels  raise.    High  knee-bending  in  March  time  in  place. 

Go  16  counts. 

9.  Head  firm — Trunks  forward  bend — raise.  To  left — head  raise,  etc. 
Game:  "Blackboard  Relay  or  Three  Deep." 

154 


PHYSICAL  TRAINING 
Grade  VIII 

Approximate  time  60  minutes  per  week 

OUTLINE  OF  EXERCISES 

Ready  to  Stand.    One!  Two! 

Attention. 

Mark  Time  March. 

Forward  March. 

Tip  Toe  March. 

Knees  Bent  March. 

Double  Time  March. 

CALISTHENICS 

1.  Class:  Left  face,  hips  firm,  knees  bend.  Position. 

2.  Left  hip  and  right  head  firm.    Trunks  sideways  bend — raise. 

3.  Jump  in  place — flinging  arms  forward.    Heels  raise,  knees  bend. 

Position. 

4.  Arms  sideways  fling.    Head  firm.    Trunks  to  left  bend. 
Trunks  raise  and  arms  sideways. 

Change  Trunks  to  right  bend.  Position. 

5.  Class:  Left  about  face. 
Class :  Right  about  face. 

6.  Left  arm — forward  raise,  and  right  foot  forward  place. 
Heels  raise.    Change  arms  and  feet.  Repeat. 

7.  Arms:  Upward  bend — backward  stretch.    Heels  raise — sink. 
Arms:  Upward  Bend.  Position. 

8.  Head  firm — feet  sideways  place.    Trunk  forward  bend.  Raise 

in  series — GO. 

9.  Hips  firm — Heels  raise.    Alternate  knee  upward  bending  in  series 

— to  count  of  16. 

— Ready — GO.    Heels  sink.  Position. 

10.    Arms:  Upward  bend.    Left  arm  backward.    Right  arm  upward. 
Stretch.    Change  to  count  of  16. 
Arms:  Bend.  Position. 

Game:  "Last  Man." 


155 


MUSIC 


The  aim  of  this  course  is  to  instill  into  children  a  love  for  good  music 
and  to  develop  their  taste  by  teaching  them  the  best  within  their  compre- 
hension, as  well  as  to  afford  them  every  possible  opportunity  to  hear  the 
best  music,  instrumental  and  vocal. 

Much  beauty,  in  one  form  or  another,  is  often  to  be  found  in  the 
children's  environment,  and  much  must  be  provided  for  their  enjoy- 
ment; hence,  we  should  earnestly  endeavor  to  cultivate  in  them  a 
true  appreciation  of  the  good,  the  true,  and  the  beautiful — and  what 
subject  in  our  curriculum  offers  better  and  greater  opportunities  than 
music  ? 

A  great  need  of  to-day  is  the  knowledge  of  how  to  use  leisure  time; 
so  the  instilling  of  a  love  and  knowledge  of  music  is  a  great  step  towards 
the  solution  of  this  problem. 

We  aim  at  a  true  appreciation  of  the  art  of  music  rather  than  at  an 
attempt  to  require  our  children  to  master  the  science.  We  do  not 
want  nor  mean  to  neglect  the  technique,  neither  do  we  desire  to  over- 
emphasize it.  We  must  teach  as  much  of  the  science  as  is  necessary 
for  a  proper  understanding  and  appreciation  of  the  art — no  more. 

Comparatively  few  of  our  pupils  will  become  great  artists,  yet  an 
elementary  school  curriculum  is  incomplete  without  providing  time 
and  means  to  acquaint  our  children  with  the  best  that  the  masters 
have  left  us.  Music  is  a  language  that  forcibly  addresses  itself  to  the 
heart.  Who,  more  than  the  Catholic  Church,  has  realized  and  appre- 
ciated the  civilizing,  uplifting  and  refining  influence  of  music?  The 
greatest  minds  in  the  musical  world  have  found  in  her  liturgy  a  means 
for  the  expression  of  their  talents  and  gifts. 

Education,  as  we  view  it,  is  character  formation,  and  surely  a  proper 
appreciation  of  music  is  an  important  factor  in  the  Christian  educa- 
tion of  a  child.  Is  it  not  a  glorious  privilege  to  have  a  share  in  teach- 
ing our  little  ones  to  do  now,  in  a  proper  and  becoming  manner,  what 
we  fondly  trust  is  to  be  one  of  their  greatest  joys  in  eternity,  the  singing 
of  the  praises  of  Almighty  God? 

We  know  it  is  possible  to  teach  children  about  music  and  yet  teach 
them  no  music.  If  our  pupils  will  turn  in  disgust  from  the  sentimental 
"trash"  of  to-day  and  enjoy  the  beautiful  hymns  of  the  Church,  our 
splendid  patriotic  songs,  and  the  pretty  ballads  with  which  our  lan- 
guage abounds  (Moore's  Melodies,  for  instance)  the  work  outlined  in  this 
Course  will  have  been  a  success  and  the  aim  proposed  will  have  been 
attained. 

SUGGESTIONS  FOR  TEACHERS. 

1 .  In  every  grade,  every  day,  before  the  singing  lesson  is  conducted, 
the  room  should  be  thorougnly  aired  and  the  children  taken  through 
proper  breathing  exercises. 

2.  Voice  Drills  and  Drills  on  Intervals  must  be  of  short  daily  occur- 
rence in  every  grade. 

3.  Good  Voice  Drills  may  be  found  in  "The  Teachers'  Edition 
for  Elementary  Grades"  of  the  Educational  Music  Course. 

4.  Good  Drills  on  Intervals  may  be  found  in  "A  Manual  for  Teach- 
ers" by  E.  W.  Newton,  Educational  Music  Course.  (They  may  be 
found  elsewhere,  of  course.) 

156 


5.  Each  teacher  should  possess  a  good  Chromatic  Pitch  Pipe  and  USE 

it. 

6.  The  liturgical  music  of  the  Church  is  a  prayer  and  the  music 
sung  in  the  churches  for  many  centuries  is  called  the  Gregorian  or  Plain 
Chant.  Originated  by  Pope  Gregory  in  the  sixth  century,  the  Gregorian 
melodies  are  many  and  varied.  The  melodies  were  unaccompanied  by 
harmony.  Properly  rendered  the  Gregorian  melodies  are  stately  and 
beautiful.  A  few  Gregorian  Melodies  have  been  inserted  for  the  gram- 
mar grades. 

OBJECTIVES  OF  WORK  IN  MUSIC 

Rhythm: — Development  of  the  feeling  for  and  ability  to  express 
rhythm  in  bodily  movements. 

Ear  Training: — Appreciation  of  and  discrimination  between  musical 
sounds. 

Eye  Training:— Sight  reading. 

Elements  of  Music : — Oral  and  written  work.  This  will  be  out- 
lined by  the  Community  Supervisors  of  Music  to  correspond  with  the 
Music  Readers  used  in  the  school.  The  order  of  presentation  of  the 
musical  notation  given  in  this  cor  use  follows  the  New  Educational 
Music  Course  and  may  be  considered  optional  if  it  does  not  follow 
the  plan  of  the  class  text  book. 

Harmony: — Singing  of  part-songs;  orchestral  ensemble,  if  possible, 
under  the  direction  of  the  music  teacher  of  the  school. 

Musical  Appreciation: — Cultivation  of  a  taste  for  the  best  music,  by 
singing  good  songs  and  hearing  good  vocal  and  instrumental  com- 
positions. 

MUSIC 
Grade  I 

Approximate  time  75  minutes  per  week 

Aim  to  give  children  rich  musical  experience  from  songs  outlined  each 
term. 

Rhythm. — Cultivation  of  the  feeling  for  rhythm  and  ability  to  inter- 
pret it  by  movements  of  the  hands,  arms,  and  whole  body.  The  phono- 
graph may  be  used  here  to  advantage.  Records  of  a  strong  rhythmic 
character,  or  a  miniature  orchestra  with  piano  accompaniment  will 
develop  rhythm.  In  the  second  term  teach  the  simplest  time  principle, 
namely,  the  one  beat  and  the  two  beat  note  used  in  quarter  measures 
with  corresponding  rests. 

U These  rhythms  may  be  considered  optional  if  they  do  not  correspond 
to  the  requirements  of  the  class  text  book;  in  such  a  case,  teach  the 
rhythms  required  by  the  song  material  of  the  grade. 

Ear  Training. — Scale  as  a  whole  descending  followed  by  ascending. 
Tones  to  be  studied ;  very  frequent  intervals,  frequent  intervals.  Recog- 

157 


nition  by  children  of  phrases  or  melodies  that  have  been  heard  fre- 
quently.   A  Pitch  Pipe  should  always  be  used  to  ensure  correct  pitch. 

Eye  Training. — Incidently  teach  the  names;  Staff,  G  clef,  bar,  meas- 
ure, double  bar  and  letters  of  lines  and  spaces.  Sight  reading  of  simple 
stepwise  progressions  from  the  blackboard  with  movable  "do"  using  at 
first  only  note-heads  and  later  on,  the  time  principles  illustrated  in 
the  first  part  of  Music  Primer  that  the  class  will  use  in  Grade  II. 

Voice  Training. — Children  of  this  grade  who  have  not  the  ability 
to  sing  simple  songs  should  be  given  daily  individual  help.  If  the 
teacher  uses  a  light  quality  of  voice  in  illustrating  for  the  children,  and 
leads  them  to  use  the  head-voice  exclusively  in  singing,  practically 
every  child  will  be  able  to  sing  simple  songs  when  he  leaves  this  grade. 
At  least  twenty-five  rote  songs  (hymns  and  patriotic  songs  included  in 
this  number)  should  be  learned  during  this  year. 

Holy  Cross  Hymnal : 

"Guardian  Angel,"  "Sacred  Heart,"  "St.  Joseph." 

Easy  Familiar  Hynms : 

"Jesus,  Teach  Me  How  to  Pray."    "Beautiful  Angel." 

Easy  Patriotic  Songs. 

MUSIC 
Grade  II 

Approximate  time  75  minutes  per  week 

Aim  to  give  children  wider  musical  experience  through  many  songs 
and  to  introduce  them  to  musical  forms  from  printed  page. 

Rhythm. — Development  in  the  children  of  the  feeling  for  strong  pul- 
sations in  music,  through  listening  to  vocal  and  instrumental  com- 
positions. Children  may  indicate  the  beats  of  a  piece  of  music  by  tap- 
ping, clapping,  marching,  swaying,  or  bending  of  body,  etc.  Use  records 
of  a  strong  rhythmic  character.  Teach  the  three  and  four  beat  tones 
with  corresponding  rests  if  they  follow  the  principles  contained  in  the 
song  material  of  the  class  text-book.  Otherwise,  use  the  time  prin- 
ciples of  the  Music  Primer. 

Ear  Training: — Infrequent  intervals.  Recognition  of  melodies  that 
have  been  heard  frequently.  To  cultivate  the  listening  habit,  have 
the  children,  where  it  can  be  arranged,  sing  their  rote  songs  with  piano 
accompaniment,  or  phonograph  record.  When  these  instruments  are 
not  at  hand  use  the  Pitch  Pipe  to  ensure  correct  pitch. 

Eye  Training. — Children  should  begin  to  read  music  from  the  book 
in  this  grade.  Several  good  Music  Primers  are  now  available  for  this 
purpose.  There  is  no  better  way  of  teaching  concentration  than  by 
the  use  of  the  text  book  in  the  hands  of  the  children.  The  position  of 
"do"  should  be  given  by  the  teacher  if  the  Primer  does  not  indicate 
it.    Do  not  teach  signature  in  this  grade. 

Elements  of  Music. — Musical  notation:  dotted  half  and  whole  note, 
with  corresponding  rests. 

Voice  Training. — Children  of  this  grade  who  have  not  the  ability  to 
sing  simple  songs  should  be  given  individual  help.    If  the  teacher  uses 

158 


a  light  quality  of  voice  in  illustrating  for  the  children,  and  leads  them 
to  use  the  head-voice  exclusively  in  singing,  practically  every  child  will 
be  able  to  sing  simple  songs  when  he  leaves  this  grade.  About  twenty- 
five  rote  songs  should  be  learned  during  the  year. 

Tonal  Relationship. — Oral  and  staff  dictation  of  a  variety  of  inter- 
vals in  all  keys,  using  the  time  principles  taught  in  Grade  I.  In  addi- 
tion use  the  new  time  principles  found  in  the  class  text-book. 

Musical  Appreciation. — The  rote  songs,  songs  for  sight  reading  and 
music  played  on  piano  or  phonograph,  should  in  all  cases  be  good,  so 
that  a  taste  for  the  best  will  be  cultivated  in  the  child. 

Holy  Cross  Hymnal : 

"Holy  Cross,"  "Blessed  Sacrament,"  "Blessed  Virgin  Mary." 

Easy  familiar  hymns  and  songs. 

Patriotic  songs. 

MUSIC 
Grade  HI 

Approximate  time  75  minutes  per  week 

Aim  to  give  children  a  wider  musical  experience  and  knowledge  of 
musical  forms  from  printed  page. 

Rhythm: — Develop  in  the  children  of  the  feeling  for  strong  pulsa- 
tions in  music,  through  listening  to  vocal  and  instrumental  composi- 
tions. Children  may  indicate  the  beats  of  a  piece  of  music  by  tapping, 
clapping,  marching,  swaying,  or  bending  of  body,  etc.  Use  records  of  a 
strong  rhythmic  character.  Teach  the  new  rhythm,  the  "equally 
divided  beat."    Review  Time  Principles  of  Grades  I  and  II. 

Ear  Training. — The  listening  habit  is  best  cultivated  by  having 
the  children  sing  their  rote  songs  with  instrumental  accompaniment, 
where  possible.  It  is  advisable  that  children  hear  songs  that  illustrate 
the  pure,  light,  sustained  tones  that  they  should  use  exclusively  in 
singing.  Teachers  should  take  great  care  to  use  only  the  right  quality 
of  voice  in  teaching  the  rote-songs  and  always  use  a  Pitch  Pipe. 

Eye  Training. — Children  should  read  from  their  Music  Readers  col- 
lectively and  individually,  many  simple  one-part  songs,  written  in  all 
keys  and  in  the  various  meters  in  common  use.  The  last  half  of  the 
year  the  songs  for  sight-singing  should  contain  the  new  rhythm  found 
in  the  Music  Reader. 

Elements  of  Music. — Review  letters  of  lines  and  spaces  of  the  staff. 
Teach  rule  for  finding  "do"  in  all  keys  with  the  sentence  "Good  Deeds 
are  Ever  Bearing  Fruit." 

Musical  Appreciation. — The  rote  songs,  songs  for  sight  reading  and 
music  played  on  piano  or  phonograph,  should  in  all  cases  be  good,  so 
that  a  taste  for  the  best  will  be  cultivated  in  the  child.  Suggestions  are 
gained  for  the  proper  interpretation  of  songs,  through  listening  to 
good  phonograph  records. 

Holy  Cross  Hymnal : 

"Holy  Mass,"  "Holy  Communion,"  "Holy  Name." 

Familiar  Hymns  and  Songs. 

Patriotic  Songs. 

159 


MUSIC 


Grade  IV 

Approximate  time  75  minutes  per  week 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and  beauty  of 
melody,  and  to  assure  definite  knowledge  of  music. 

Rhythm. — Continued  development  in  the  children  of  the  feeling  for 
strong  and  weak  pulsations  in  music,  through  listening  to  vocal  and 
instrumental  compositions.  In  the  last  half  of  this  year,  present  six- 
eight  measure,  as  compound  duple  meter — two  beats  to  a  measure;  it 
will  aid  the  children  in  the  proper  feeling  for  and  interpretation  of  this 
rhythm  if  they  listen  to  rhythmic  music  written  in  six-eight  measure, 
such  as,  "Barcarolles,"  "Cradle  Songs,"  etc. 

Ear  Training. — Recognition  by  children  of  musical  compositions  that 
have  been  heard  frequently. 

Eye  Training. — Children  should  read,  collectively  and  individually 
many  good  one-part  songs  written  in  all  keys,  and  in  the  various  meters 
in  common  use.  These  songs  may  contain  the  rhythms  known  as  the 
"equally"  and  "unequally-divided  beat,"  the  dotted  quarter-note  fol- 
lowed by  the  eighth  note,  simple  chromatics  in  the  ascending  scale,  and 
flat  seven.  Easy  Rounds  will  prepare  them  for  two-part  singing  in  the 
next  grade.  Explain  the  beginning  on  the  last  half  of  the  beat,  also  the 
use  of  the  "Second  Ending."  Select  exercises  and  songs  from  the 
music  reader  containing  tonal  and  rhythmic  elements  previously  taught. 
After  counting  a  few  measures  to  establish  the  speed  of  an  exercise,  the 
teacher  should  not  beat  time  for  the  class. 

Elements  of  Music. — Step-wise  Chromatic  exercises,  introducing 
sharp-one,  sharp-two,  sharp-four,  sharp-five,  sharp-six,  and  flat  seven. 
All  sharps  chromatics  should  be  followed  by  a  tone  a  half  step  above,  as 
five,  sharp-four,  five.  A  flat  chromatic  should  be  followed  by  a  tone  a 
half  step  lower,  six,  flat-seven,  six.  Ability  to  sing  chromatic  repre- 
sented by  sharp,  double  sharp  and  a  cancel. 

An  occasional  test  in  writing  is  invaluable.  Musical  notation  should 
correspond  with  the  principles  previously  taught.  Writing  syllable 
names  of  a  given  exercise  will  develop  power  to  read  at  sight  more 
accurately. 

Musical  Appreciation. — Only  good  music  should  be  sung  and  heard 
by  the  children,  so  that  a  taste  for  the  best  will  be  cultivated.  Sugges- 
tions are  gained  for  the  proper  interpretation  of  songs  by  listening  to 
good  phonograph  records.  Aids  to  interpretation  are  provided  in  the 
marks  of  expression — dynamic  and  tempo  signs,  phrase  and  breath- 
marks  which  should  be  noted  as  they  occur  in  the  songs. 

"Beauty  of  tone  is  indispensable;  noisy  singing  is  indefensible." 
Holy  Cross  Hymnal: 

"Holy  Trinity,"  "Faith,  Hope  and  Charity,"  "St.  Patrick." 
Familiar  Hymns. 
Liturgical  Music: 

"Adeste  Fideles,"  "Adore  Te"— Traditional. 
Patriotic  Songs.       Folk  Songs. 

160 


MUSIC 


Grade  V 

Approximate  time  75  minutes  per  week 

Aim  is  to  develop  a  true  appreciation  of  quality  of  tone  and  beauty 
of  melody  and  harmony,  and  to  assure  definite  knowledge  of  music. 

Rhythm. — Continue  drill  in  the  rhythm,  the  dotted  quarter  and  eighth 
and  teach  the  new  rhythm  (a)  four  sixteenth  notes  to  the  beat;  (b)  an 
eighth  and  two  sixteenths;  (c)  two  sixteenths  and  an  eighth;  id)  a 
dotted  eighth  and  a  sixteenth;  (e)  a  triplet;  (f)  in  compound  time,  the 
quarter  and  two  sixteenths;  the  dotted  eighth,  sixteenth  and  eighth. 

These  rhythms  may  be  considered  optional  if  they  do  not  corre- 
spond to  the  requirements  of  the  class  text  book;  in  such  a  case,  teach 
the  rhythms  required  by  the  song  material  of  the  grade. 

Ear  Training. — The  recognition  of  musical  effects  through  the  sense 
of  hearing,  and  reproduction  of  the  same  by  the  pupil  at  first  with 
neutral  syllables  and  then  with  sol-fa  syllables. 

Sight  Training. — Songs  for  this  grade  are  in  one  and  two  part.  The 
descending  chromatic  tones  should  be  taught  here  in  order  to  enlarge 
the  song  repertoire  which  may  include  chromatic  tones.  The  voices 
of  the  pupils  of  this  grade  are  in  most  cases  of  the  same  quality  and  com- 
pass, and  the  alto  part  in  the  two-part  songs  should  not  be  sung  exclu- 
sively by  one  division  of  the  class. 

Elements  of  Music. — Through  the  reading  of  music  in  grades  one, 
two,  three  and  four,  children  have  gained  a  knowledge  of  the  staff,  note- 
and-rest-forms  and  values,  and  meter  signatures.  In  the  fifth  grade 
the  value  of  the  dot  may  be  explained;  also  the  descending  chromatic 
tones,  flat-seven,  flat-six,  flat-five,  flat-three,  flat-two,  approached  from 
and  followed  by  a  tone  a  half  step  below.  Singing  of  chromatic  tones 
represented  by  a  flat,  double  flat,  and  a  cancel. 

Written  Work. — Exercises  containing  the  various  rhythms  taught 
may  be  placed  on  the  blackboard  and  the  children  asked  to  draw  a  circle 
around  each  note  or  group  of  notes  that  have  one  beat,  two  beats,  etc. 

Writing  syllable  names  of  a  given  exercise  will  develop  power  to 
read  at  sight  more  accurately. 

Musical  Interpretation. — Lead  the  children  to  discover  and  express 
the  significance  and  beauty  of  the  musical  ideas  contained  in  the  songs. 
Aids  to  interpretation  are  provided  in  the  marks  of  expression — dyna- 
mic and  tempo  signs,  phrase-and  breath-marked — which  should  be 
noted  as  they  occur  in  the  songs. 

Musical  Appreciation. — Recognition  by  pupils  of  musical  composi- 
tions that  have  been  heard  frequently.  Only  good  music  should  be 
sung  and  heard  by  the  children,  so  that  a  taste  for  the  best  will  be 
cultivated.  Suggestions  are  gained  for  the  proper  interpretation  of 
songs,  by  listening  to  good  phonograph  records. 
Holy  Cross  Hymnal: 

"Holy  Faith,"  "The  Cross  and  the  Flag,"  "Prayer  for  a  Perfect 
Life." 
Familiar  Hymns. 

161 


Liturgical  Music: 

"O  Salutaris  Hostia,"  "Tantum  Ergo"  from  the  "Pange  Lingua.*' 

Responses  for  Benediction  of  the  Blessed  Sacrament;  "Adoremus 

and  Laudate." 
Patriotic  Songs.  Folk  Songs. 

MUSIC 
Grade  VI 

Approximate  time  75  minutes  per  week 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and  beauty 
of  harmony,  and  to  assure  definite  working  knowledge  of  music. 

Ear  Training. — Give  the  pupils  the  opportunity  of  listening  to  good 
part-music.  It  is  advisable  to  introduce  three-part  singing  the  last 
half  of  this  year;  as  a  preparation  for  this  work,  have  pupils  listen 
to  simple  three-part  music,  preferable  unaccompanied.  The  phonograph 
may  be  used  or  if  the  school  does  not  possess  one,  the  seventh  and  eighth 
grades  may  entertain  the  sixth  grade  from  time  to  time  with  three-part 
singing. 

Sight  Reading. — The  course  in  sight  reading  for  this  grade  should 
consist  chiefly  of  good  two-part  songs.  In  classes  in  which  there  is  a 
sufficient  number  of  alto  voices  three-part  singing  may  be  introduced 
in  which  the  alto  voices  may  sing  their  proper  part  the  last  half  of  the 
year.  If  there  are  no  well-developed  alto  voices  in  the  class,  the  alto 
part  need  not  be  sung  exclusively  by  the  same  children.  Gregorian 
melodies  in  an  "Adapted  Modern  Notation." 

Voice  Training. — The  voices  of  all  pupils  in  this  grade  should  be 
tested  individually,  twice  during  the  school  year,  and  each  pupil  assigned 
to  the  vocal  part  to  which  his  voice  is  best  suited.  Attention  should 
be  given  to  choral  work  by  each  class  and  groups  of  classes. 

Elements  of  Music. — Value  of  Double  Dot;  writing  of  Key  Sig- 
natures; written  work  involving  chromatics  in  all  forms;  written 
work  with  different  Time  Signatures;  Arithmetic  of  the  Beat. 

Musical  Interpretation. — Lead  the  children  to  discover  and  express 
the  significance  and  beauty  of  the  musical  ideas  contained  in  the  songs. 
Aids  to  interpretation  are  provided  in  the  marks  of  expression — dynamic 
and  tempo  signs,  phrase  and  breath  marks — which  should  be  learned  as 
they  occur  in  the  songs. 

Musical  Appreciation. — Recognition  by  pupils  of  musical  compo- 
sitions that  have  been  heard  frequently.  Only  good  music  should  be 
sing  and  heard  by  the  children.  After  hearing  a  composition  for  the 
first  time,  pupils  should  be  able  to  classify  simple  musical  forms  such 
as  march,  waltz,  minuet,  cradle  songs,  etc. 

Holy  Cross  Hymnal : 

"Holy  Spirit,"  "Faith  and  Fatherland,"  "Confirmation." 

Gregorian  Chant: 

In  an  adapted  modern  notation: — The  four  Antiphons  of  the 
Blessed  Virgin  Mary,  a  part  of  the  Divine  Office  sung  at  the  end 
of  Vespers: — "Alma  Redemptoris  Mater,"  "Ave  Regina  Coelorum," 
"Regina  Coeli,"  "Salve  Regina." 

Patriotic  Songs.       Folk  Songs. 

162 


Note. — In  this  grade  the  recommendations  in  Gregorian  Chant  con- 
stitute a  maximum  of  accomplishment.  The  standard  cannot  be 
reached  in  one  year.  It  represents  what  is  looked  for  when  the  teach- 
ing of  Gregorian  Chant  is  well  developed  in  Parochial  Schools.  The 
beginning  of  the  work  in  Gregorian  Chant  can  be  more  easily  initiated 
with  small  groups  of  children  in  school  or  church  choirs. 

MUSIC 
Grade  VJI 

Approximate  time  75  minutes  per  week 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and  beauty 
of  harmony,  and  to  assure  definite  working  knowledge  of  modern  music. 
Choral  music  is  to  receive  special  emphasis. 

Rhythm. — Measured  rhythm  and  Syncopation  in  modern  music; 
Free  Rhythm  of  Words  and  Phrases  in  Gregorian  Chant;  The  melodic 
accent — words  and  melody  drawn  together  into  one  thought  in  the 
chant.  How  to  lift  the  accent — The  Arsis  and  Thesis  taught  through 
movement. 

Ear  Training.— Listening  to  the  quality  or  timbre  of  musical  instru- 
ments, and  making  comparisons,  is  good  training  for  the  ear.  Some 
phonograph  records  reproduce  quite  satisfactorily  the  tone  quality 
of  orchestral  instruments,  and  could  be  used  for  this  purpose.  As  an 
aid  to  clear,  pure,  part-singing  have  pupils  listen  to  trios  and  quartettes, 
both  vocal  and  instrumental ;  phonograph  records  may  be  used.  Gre- 
gorian Tonality;  Vocal  Drills  consisting  of  Scales  from  the  Gregorian 
Modes  may  be  used  to  obtain  this  feeling  of  tonality. 

Sight  Reading. — Tne  work  in  sight  reading  for  the  seventh  grade 
should  consist  chiefly  of  good  three  part  songs. 

Gregorian  Melodies  in  an  "Adapted  Modern  Notation." 

Voice  Testing. — The  voices  of  all  pupils  in  these  grades  should  be 
tested  twice  during  the  school  year,  and  each  pupil  assigned  to  the  vocal 
part  to  which  his  voice  is  best  suited.  Much  attention  should  be  given 
to  choral  work  by  each  class  and  by  groups  of  classes. 

Elements  of  Music. — Measure  Structure  in  Simple  and  Compound 
Time. 

Orchestra. — An  orchestra  is  a  valuable  asset  in  a  school.  Encourge 
the  pupils  to  study  musical  instruments,  and  wherever  feasible  organize 
a  grade-school  orchestra  under  the  direction  of  the  music  teacher. 

Musical  Forms. — Children  of  the  seventh  grade  are  interested  in 
overtures  and  other  instrumental  compositions,  excerpts  from  operas 
and  oratorios,  and  the  best  "art-songs."  It  is  important  that  pupils 
should  know  the  titles  and  the  names  of  the  composers  of  musical 
compositions  to  which  they  listen. 
Holy  Cross  Hymnal: 

"Hymn  for  Christmas."  "Hymn  for  Easter,"  "God  of  our  Fathers." 
"Kyrie"  and  "Gloria"  from  an  easy  Mass  written  in  an  "Adapted 
Modern  Notation." 
Patriotic  Songs.  Folk  Songs. 

163 


Note. — In  this  grade  the  recommendations  in  Gregorian  Chant  con- 
stitute a  maximum  of  accomplishment.  The  standard  cannot  be  reached 
in  one  year.  It  represents  what  is  looked  for  when  the  teaching  of 
Gregorian  Chant  is  well  developed  in  Parochial  Schools.  The  begin- 
ning of  the  work  in  Gregorian  Chant  can  be  more  easily  initiated  with 
small  groups  of  children  in  school  or  church  choirs. 

MUSIC 
Grade  Vm 

Approximate  time  75  minutes  per  week 

Aim  to  develop  a  true  appreciation  of  good  music  and  a  definite 
working  knowledge  of  modern  music.  Choral  work  by  class  and 
groups  of  classes  should  receive  special  attention. 

Rhythm. — Continue  drill  in  Free  Rhythm  of  Gregorian  Chant, 
vocalizing  long  phrases  for  smoothness  and  flexibility. 

Ear  Training. — Listening  to  good  part-music;  and  to  the  rendition 
of  various  melodies  in  Gregorian  Chant  to  observe  the  Gregorian  Modes 
in  each. 

Sight  Reading. — The  new  work  in  the  eighth  grade  should  consist 
in  reading  from  the  Bass  Clef  and  provided  there  are  changed  voices 
among  the  boys,  the  singing  of  four-part  songs. 

Elements  of  Music. — Major  and  Minor  scale  structure,  especially 
the  melodic  form  of  the  latter,  which  is  the  one  used  in  the  song  melodies. 
Gregorian  notation,  modes,  psalmody  and  Masses;  application  in 
short  selections  written  in  Gregorian  notation. 

Holy  Cross  Hymnal: 
General  Review. 

Gregorian  Chant :  The  Mass  begun  in  the  seventh  grade  to  be  com- 
pleted with  Responses. 
Patriotic  Songs. 

Note. — In  this  grade  the  recommendations  in  Gregorian  Chant  con- 
stitute a  maximum  of  accomplishment.  The  standard  cannot  be 
reached  in  one  year.  In  represents  what  is  looked  for  when  the  teach- 
ing of  Gregorian  Chant  is  well  developed  in  Parochial  Schools.  The 
beginning  of  the  work  in  Gregorian  Chant  can  be  more  easily  initiated 
with  small  groups  of  children  in  school  or  church  choir. 


164 


DRAWING 


The  elementary  school  must  furnish  opportunity  for  the  develop- 
ment in  children  of  an  appreciation  of  whatever  is  beautiful.  In 
moving  forward  towards  this  objective,  a  real  interest  in  form,  color 
and  nature  should  be  stimulated  and  fostered.  With  this  interest  will 
come  a  desire  for  the  skill  to  reproduce  and  to  originate  designs  which 
make  an  appeal  to  the  pupil's  aesthetic  sense. 

The  purposes  of  the  lesson  in  Drawing  are  varied.  The  teaching  of 
this  subject  aims  at  truthfulness  in  expression,  power  to  observe,  appre- 
ciation of  color  and  color  harmonies,  sense  of  harmony  in  the  rela- 
tionship of  objects  to  one  another  and  a  desire  to  bring  about  such 
harmony. 

The  teacher  of  drawing  must  understand  the  importance  and  the 
necessity  of  correlation  in  presenting  this  subject.  Religion,  English, 
History,  Civics,  Nature  Study,  Health  Education,  Safety  Education, 
can  each  bring  a  vital  element  for  direct  interest  in  the  Drawing  lesson. 
The  relating  of  other  subjects  of  the  curriculum  to  the  work  in  Drawing 
gives  the  lesson  a  practical  value  to  the  pupil  who  may  have  little 
natural  talent  or  inclination  to  Drawing  itself. 

In  the  suggestions  for  work  offered  in  the  following  outline,  teach- 
ers are  given  a  large  field  for  selection.  It  is  not  expected  that  every 
detail  set  down  will  be  accomplished  within  each  month.  It  is  hoped 
however  that  fidelity  to  the  teaching  of  Drawing  will  bring  to  teachers 
and  pupils  the  satisfaction  of  a  sense  of  achievement  of  some  of  the 
aims  of  teaching  Drawing  to  children. 

The  following  books  will  be  helpful  to  teachers. 
Practical  Drawing 

Modern  Arts  Course,  Practical  Drawing  Co.,  Chicago  111. 

Common  Sense  Drawing  Krone  Brothers 

Industrial  Art  Books  Snow  and  Froelich 

A.  N.  Barnes  Co. 

DRAWING 
Grade  I 

Approximate  Time  100  Minutes  Per  Week. 

September. 

1.  Color  Study.    Conversation.    Color  as  presented  in  the  rainbow, 

glass  prism,  soap  bubbles,  shells,  birds,  insects. 
The  standard  colors,  prismatic  colors. 
Group  and  match  colored  pegs. 

Encourage  pupils  to  bring  in  materials  of  differ ent  colors. 

2.  Blackboard  Drawings. 

Lines — Horizontal,  Vertical,  Curved. 

3.  Study  of  the  Circle. 

Make  circles  of  pegs,  seeds  or  by  cutting  and  drawing.  Pupils 
collect  circular  objects. 

October. 

1.    Construction.    Paper  folding. 
Tent,  barn. 

165 


2.  Color  Study.    Find  red.    Recall  objects  of  red.    Draw  and  color 

red  objects. 

3.  Design.    Study  the  square.    Cut  squares  from  colored  paper. 

Fill  in  squares  with  color.    Make  squares  with  pegs. 

4.  Booklets.    Fold  sheet  of  paper  6  in.  x  9  in. 

Decorate  with  simple  border  of  vertical  and  horizontal  lines. 


November. 

1.  Paper  Cutting.    Capital  letters. 

Group  according  to  their  relative  forms  as — I  L  T  F  E. 

2.  Color.    Teach  orange. 

3.  Paper  Folding — a  window. 

4.  Paper  cutting  of  vegetables  as  squash,  pumkin,  potato. 

5.  Draw  fruits  or  vegetables  in  color  as  orange,  beet,  carrot,  pumkin. 

6.  Thanksgiving  booklet  or  poster. 
Cut  out  pumkin  and  letter  T. 
Mount  on  bogus  paper. 


December. 

1.  Construction.    Paper  folding  and  cutting — a  sled. 

2.  Trace  in  color — a  toy  sail  boat,  horn. 

3.  Printing  of  capitals  on  lined  paper. 

4.  Color — Teach  blue  and  violet. 

5.  Fold  and  cut  a  Christmas  tree. 

6 .  Simple  houses  with  pegs . 

7.  Christmas  Emblems. — Bell,  stocking. 

January. 

1 .  Conversation  lessons  about  color  and  shape  of  toys. 

2.  Make  scale  of  colors  previously  learned. 

3.  Paper  cutting  and  folding — chair,  table,  bed. 

4.  Paper  cutting  capital  letters. 

HS  OJDUCQ 

5.  Drawing  and  cutting — Mitten,  snowball. 

6.  Make  snow  man — gray  paper  and  chalk. 

February. 

1.  Large  free  hand  cutting  of  objects  selected  from  some  first  grade 

story. 

2.  Construct  paper  baskets  and  boxes  from  circle  or  square. 

3.  Imaginative  drawing  of  some  occupation.    Emphasize  objects 

used. 

4.  Practise  printing  capital  letters. 

Print  initials  on  paper.    Cutting  Y    V    W  A. 

5.  Make  a  valentine. 

6.  Soldier's  cap.    Fold  cap  to  fit  child's  head.    Make  of  manilla  or 

wrapping  paper. 

March. 

1.  Construction.    Cut  cups  and  bowls  with  straight  top. 

2.  Landscape.    Clouded  blue  sky,  suggestive  of  season. 

3.  Drill  on  drawing  lines  and  circles  at  blackboard. 

166 


4.  Practise  use  of  the  ruler.    Draw  lines. 

1  inch.       5  inches.       4  inches.       6  inches.,  etc.    K  M  N  X  Z 

5.  Cut  circles  and  teach  semi-circle. 

6.  Simple  Easter  card  or  booklet. 

April. 

1.  Nature  drawing.    Pussy-willow  on  gray  paper  with  chalk  and 

crayon. 

2.  Make  simole  borders  with  long  and  short  lines. 

3.  Paper  cutting  of  kite,  hat,  shoe,  umbrella. 

4.  With  colored  pegs,  construct  fence,  ladder,  window,  chair,  table. 

5.  Imaginative  drawing.    Emphasize  objects. 

6.  Cut  large  capital  letters  B  G  P  R. 

May. 

1 .  Make  a  May  basket. 

2.  Cut  and  mount  motto  as  "I  CAN,"  "BE  BRAVE." 

3.  Practise  arrangement  and  spacing  by  placing  sticks  in  simple 

designs,  afterwards,  drawing. 

4.  Spring  flowers  daisy,  bluebell,  lily  of  valley,  four  o'clock. 

June. 

1.  Make  a  folio  for  holding  papers. 

2.  Cut  original  units  from  squares.    Paste  on  bogus  paper  as  a  deco- 

rative border. 

3.  Draw  flowers  at  board,  large  buds  and  twigs. 

4.  Imaginative  drawing  of  a  game  or  home.    Emphasize  action. 

5.  Paper  cutting  of  some  object  in  room. 

Suggestion  for  Grade  I. 

Animal — Cat  or  Rabbit;  Tree — Spruce;  Flower — Daisy. 


DRAWING 
Grade  II 

Approximate  Time  80  Minutes  Per  Week. 

September. 

1.  Teach  meaning  of  the  following  terms: — 

vertical  right  edge  square 

horizontal        left  corner  circle 

slant  lower  inside  unit 

upper  outside  border 

2.  Color.    Values  of  light,  medium  and  dark. 

3.  Study  and  draw  flowers. 

Talk  about  shape  and  color  of  leaves  and  blossoms  before  at- 
tempting to  draw. 

4.  Landscape.    Sky,  land,  tree. 

5.  Print  capital  letters,  pupil's  initials. 

6.  Draw  ellipses — free  arm  movement. 

October. 

1.    Copy  autumn  fruits  or  flowers  from  blackboard  on  paper  with 
pencil,  crayon  or  brush. 
Suggestions: — Grasses,  seed-pods,  wild  aster,  dandelion. 

167 


I 


2.  Draw  and  color  autumn  leaves. 

3.  Paper  cutting  of  fruits  and  letters  for  Hallowe'en  poster.  Mount 

on  bogus  paper. 

4.  Imagination  drawing  of  children  playing  a  game  or  illustrate 

story. 

Draw  for  illustration  not  for  activity. 
November. 

1.  Object  drawing.    Draw  from  the  object  large  apples,  pumkins,  or 

other  fall  fruit.  Color  and  cut  out  to  be  mounted  on  Thanks- 
giving poster  or  used  as  a  decoration. 

2.  Teach  sphere.    Show  how  it  differs  from  the  circle.    Let  pupils 

recall  spherical  objects. 

3.  Imaginative  drawing  of  local  occupation  or  incident  of  interest. 

4.  Fall  Landscape. 

5.  Printing  of  capital  letters  at  the  board. 
December. 

1.  Landscape  by  paper  cutting.    From  dark  paper  cut  outline  of 

buildings  as  they  appear  against  the  sky.  Mount  on  lighter 
paper. 

2.  Construction.    Candy-box.    Fold  from  construction  paper  8§  in. 

x  8|  in.    Cover  with  red  paper  9  in.  x  9  in. 

3.  Cut  objects  for  Christmas  Posters. 

Tree  or  candle  or  Santa  Claus.       Capital  C. 
Mount  on  bogus  paper. 

4.  Make  Christmas  booklet ,  suggestive  of  religious  spirit  of  the  season. 

January. 

1.  Color.    Make  a  scale  of  three  tones  of  any  color — light,  medium, 

dark. 

2.  Construct  with  pegs,  houses  of  different  shapes.    Let  pupils  draw 

same  at  the  board. 

3.  Practise  use  of  the  ruler.     Rule  off  a  6  in.  x  9  in.  sheet  of  paper 

into  1  inch  squares. 

4.  Brush  and  ink  work.    Rubber  boots,  hat,  umbrella. 

5.  Teach  borders.    The  repetition  of  a  unit  at  regular  intervals  makes 

a  border. 
Make  borders  of  pegs. 

February. 

1 .  Make  a  valentine. 

2.  Envelope  for  valentine.    Paper  9  in.  x  9  in.    Find  center  of  each 

side  and  mark.  Fold  corners  to  center  of  paper.  Seal  with  a 
red  heart. 

3.  Print  capital  letters. 

4.  Occupation  work.    Draw  3,  7,  10,  9,  6,  4.  inches  on  both  sides  of 

paper  as  often  as  possible. 

5.  Use  of  ruler.     Rule  off  a  piece  of  paper  9  in.  x  9  in.  into  one-half 

inch  squares. 

March. 

1.  Construction.    Cut  or  fold  tent,  umbrella,  soldier's  cap,  pennant. 

2.  Make  a  border  of  units.    Let  children  cut  spots,  then  paste. 

168 


3.  Triangle.    Teach  triangle  by  having  the  children  draw  a  square, 

then  cut  diagonally  to  discover  characteristics. 

4.  Draw  triangle,  square,  oblong,  using  ruler. 

5.  Make  Easter  booklet,  suggestive  of  religious  feast  of  Easter. 

April. 

1.  Paper  folding  and  cutting — a  cross  or  star. 

2.  Cut  spring  flowers  from  colored  paper. 

Mount  on  bogus  paper.    Flowers  may  be  arranged  to  represent 
a  window  box. 

3.  Practise  use  of  ruler  in  measurement  of  inches. 

4.  Draw  at  the  board  and  on  paper  horizontal,  slant,  vertical  lines. 

May. 

1.  Draw  landscape  suggestive  of  spring. 

2.  Make  a  May  basket. 

3.  Draw  grasses  and  simple  spring  flowers  as  daisy,  dandelion,  but- 

tercup in  different  positions,  top  and  side  view. 

4.  Make  a  border  of  simple  figures. 

5.  Imaginative  drawing  of  a  story  or  game. 

June. 

1.  Review  six  spectrum  colors  by  sight  and  name. 

2.  Drill  on  drawing  lines  and  circles. 

3.  Practise  printing  alphabet  of  capitals. 

4 .  Cut  or  paste  border  of  units . 

Suggestion  for  Grade  II.    Animal — Duck  or  Swan;  Tree — Pine;  Flower 
— Buttercup  or  Bluebell. 

DRAWING 
Grade  m 

Approximate  Time  80  Minutes  Per  Week. 

September. 

1.  Fruit  study.    Autumn  fruits,  large  specimens. 

2.  Imaginative  drawings  of  outdoor  sports. 

3.  Landscape  including  trees,  hills,  fences,  houses. 

4.  Draw  fall  fruits  with  table  line. 

October. 

1.  Imaginative  drawing  of  children  in  action — outdoor  game. 

2.  Vegetable  poster.    Cut  out  vegetables  and  paste  on^bogus  paper. 

Cut  out  letters  of  words  "FOR  SALE." 

3.  Draw  grasses,  seed  pods,  leaves  from  nature.  Color. 

November. 

1 .  Print  alphabet  of  capitals. 

2.  Tone  contrasts  of  light  and  dark.    Study  light  and  dark  tones  of 

red,  blue  and  yellow.  Select  a  color  and  find  one  lighter,  one 
darker.  (Make  a  scale  of  three  values, ^white,  gray  and  black 
Use  crayon  or  pencil. ) 

3.  Print  alphabet  of  capitals. 

169 


4.  Cut  vegetables  or  fruit  from  colored  paper.  Mount  on  bogus 
paper  in  good  arrangement.  One  large  initial  T  for  Thanks- 
giving poster. 

December. 

1.  Winter  landscape  showing  bare  trees  with  sky-line  and  road. 

Insist  on  good  arrangement  and  proportion  of  spacing.  Use  ink 
and  brush  or  colored  crayons. 

2.  Cut  paper  designs  for  Christmas  booklets.    Let  pupils  choose 

their  designs,  suggestive  of  season.    Star,  bell,  tree,  candle. 

3.  Illustrate  by  action  figures,  children  playing  games,  soldiers 

marching,  boys  skating,  coasting. 

4.  Draw  motor  truck.    Careful  attention  to  position  of  wheels,  body. 

Draw  from  toy  object  if  possible. 

January. 

1.  Let  pupils  bring  in  their  Christmas  toys  and  books.    Draw  horn, 

drum,  soldier,  automobile  from  toy  object  and  color. 

2.  Read  story  and  illustrate  objects  mentioned.    Let  pupils  plan 

their  own  pictures. 

3.  Animal  drawings  from  toys.    Notice  general  outline  of  animal. 

Is  it  circular,  oval  or  triangular  ?  Do  not  have  drawings  of  too 
many  details. 

4.  Paper  cutting  of  bowls  and  vases.    Fold  paper  and  cut  double  to 

secure  both  sides  alike. 

February 

1.  The  ellipse  and  the  ovoid  and  objects  based  on  these  models,  only 

in  the  flat.    Cut  circle  from  paper  about  6  inches  in  diameter. 
Draw  circle  in  different  foreshortened  positions  beginning  with 
a  straight  line  as  seen  on  the  eye  level  when  the  circle  is  held 
flat  opposite  the  eye. 
Develop  the  ellipse  from  a  straight  line  to  a  circle. 

2.  Make  a  valentine. 

3.  Teach  one  quarter  inch.   Rule  off  sheet  of  manilla  paper  marking 

off  one-half  and  one-quarter  inches.  Rule  off  sheet  of  paper 
into  one-quarter  inch  squares. 

March 

1.  Triangle.    Kinds,  base,  apex,  altitude.    Let  pupils  find  dif- 

ferent kinds  of  angles  on  familiar  objects.  Use  of  triangle 
in  construction  of: 

2.  Weather  signals,  pennants,  stars.  Draw  some  of  these  objects  to 

illustrate. 
Draw  landscape  in  color. 

3.  Teach  parallel.    Find  parallel  lines  of  objects  in  room.  Have 

pupils  note  all  parallel  objects  on  their  way  to  school.  Stick 
laying  in  parallel  lines.    Draw  parallel  objects. 

4.  Repetition  of  units  to  show  rhythm.    Repetition  of  combinations 

of  straight  lines  for  a  border.  Repetition  of  units  in  border 
or  surface  covering. 

170 


April. 

1.  Make  an  original  border.    Color.    Use  two  values  of  a  color, 

making  the  unit  of  interest  in  brighter  coloring  than  the  back- 
ground. 

2.  Use  same  design  in  two  colors,  contrasted  harmony. 

3.  Discriminate  trees  by  the  leaf.    Study  shapes  of  different  kinds 

of  leaves.  How  many  trees  can  you  name?  How  do  they 
differ  in  size  and  shape  ?    Draw  with  pencil  or  brush  and  ink. 

4.  Draw  landscape  including  tree  near  fence. 

May. 

1.  Draw  and  color  spring  landscape. 

2.  Make  a  May  basket. 

3.  Spring  flowers  from  nature. 

4.  Construct  and  decorate  with  border,  a  folio  for  holding  year's 

work. 

June. 

1.  Illustrative  drawing  showing  out-door  sports  or  occupation. 

2.  Make  a  poster  to  announce  a  flower  show.    Cut  letters  from 

paper.  Cut  flowers  from  colored  paper.  Mount  in  good  space 
arrangement. 

Suggestion  for  Grade  III.    Animal — Bee  or  Wasp;  Tree,  Apple; 
Flower,  Dandelion  or  Lily  of  Valley. 

DRAWING 
Grade  IV 

Approximate  Time  80  Minutes  Per  Week. 

September 

1.  Plant  life  from  Nature.    Conventionalize  leaves,  flowers,  fruits. 

Enclose  drawing  in  a  rectangle  of  suitable  size.  Place  pupils' 
initials  in  lower  left-hand  corner. 

2.  Draw  autumn  leaves  showing  position  of  veins,  stem. 
Foreshortened  positions. 

October. 

1.  Draw  unit  designs  from  simple  fruits  or  flowers. 

2.  Rule  paper  into  one  inch  squares  and  arrange  units  in  squares 

as  a  design  for  a  book-cover. 

3.  Draw  half  apple  showing  table  line. 

November. 

L  Draw  group  of  two  objects  (fruit  or  vegetable).  Sketch  lightly 
with  a  few  simple  blocking  in  lines,  using  as  few  lines  as  pos- 
sible.   Notice  relative  position  of  one  object  to  another. 

2.  The  same  may  be  used  in  cut  paper  objects  mounted  on  tinted 

paper  moving  objects  on  paper  until  a  suitable  arrangement  is 
found.  This  lesson  will  help  pupils  in  study  of  arrangement  of 
posters. 

3.  Grouping.    Cut  vegetables  from  colored  paper.    Mount  on  bogus 

paper  placing  nearer  objects  lower  on  paper  than  objects 
farther  away. 

171 


4.    Cut  letters  for  the  words  4 'FOR  SALE' '  from  one  inch  squares,  and 
mount  as  a  poster  with  material  of  the  previous  lesson. 

December. 

1.  Practise  printing  capitals  and  small  letters. 

2.  Make  Christmas  cards,  using  small  pictures  and  printing  short 

verse  to  make  a  harmonious  whole. 

3.  Design  work.    Surface  coverings,  borders. 

January. 

1.  Object  drawing.    Foreshortened  half  circle.    Show  that  position 

below  the  eye  level  changes  the  appearance  of  the  circle. 

2.  Make  sketches  of  cylindrical  objects  sucn  as  flower  pots,  pails, 

cylindrical  vases,  etc. 

February. 

1.  Make  a  chart  of  color. 

light  green 
green 
dark  green 

2.  Make  a  scale  of  values. 

white 
light  gray 
middle  gray 
dark  gray 
black 

3.  Practise  drawing  angles — of 

4.  Pose  Drawing. 

March. 

1.  Review  six  standard  colors  and  their  tints  and  shades. 

2.  Draw  landscape  suggestive  of  season  colors. 

3.  Study  and  color  skies. 

4.  Mount  letters  of  word  DRAWING  on  bogus  paper  to  use  as  a  folio 

for  holding  drawings.  Letters  may  be  out  from  one  and  one- 
half  inch  squares  paper,  and  mounted  two  inches  from  top  of 
bogus  paper. 

April. 

1.  Draw  spring  flowers — color.    Only  in  the  flat.    Apply  to  design 

or  book  cover. 

2.  Draw  landscape,  showing  some  land  and  water  forms  learned  in 

geography  lesson. 

3.  Draw  horse  chestnut  from  nature. 

4.  Straight  line  drawing  of  games  or  out  door  sport. 

5.  Lettering  capital  and  small  letters. 

May. 

1.  Observe  carefully  formation  and  colors  of  plants.    Draw  with 

colored  crayons. 

2.  Simple  landscape  in  good  arrangement  with  brush  and  ink  or  black 

paint. 

3.  Make  borders  of  repeated  units  in  their  values  of  a  color. 

172 


light  yellow 
yellow 
dark  yellow 


90  degrees  of  45  degrees. 


June. 

1.  Draw  clover  arranged  in  rectangular  or  circular  frame.  Print 

initials. 

2.  Cut  bowl  shapes  from  colored  paper  (double).  Draw  flowers  with 

colored  crayons  or  cut  from  colored  paper  to  place  in  bowl. 
Mount  on  gray  paper. 

3.  Cut  different  shaped  mountains  from  gray  paper.   Mount  against 

tinted  background  as  sky. 

4.  Imaginative  drawings  of  vacation  sports. 

Suggestions  for  Grade  IV. — Animal — Bird  or  Fish;  Tree, — Poplar, 
Flower,  Violet  or  Pansy. 

DRAWING 
Grade  V 

Approximate  Time  80  Minutes  Per  Week. 

September. 

1.  Color. 

Complimentary  colors:  Red-Green 

Yellow-Violet 
Blue-Orange 
Mix  to  make  pleasing  gray  tone. 

2.  Leaves  in  different  position  only  in  the  flat.    Position  of  veins 

slanting  toward  the  mid-rib. 
Color  with  crayon  with  curved  strokes. 

3.  Print  capital  letters. 

4.  Draw  and  color  autumn  flowers. 

Place  specimen  on  paper  in  different  positions  to  secure  the 
most  pleasing  arrangement. 

October. 

1.  Draw  branch  of  autumn  fruit  in  pencil  outline.    Plan  carefully 

the  arrangement  in  a  given  space. 

2.  Teach  one  point  parallel  perspective  drawing  a  cylinder,  cone, 

half  sphere,  box.  Necessary  steps:  (1)  eye  level,  (2)  front 
edge  of  object  above  or  below  eye  level,  (3)  vanishing  point, 
(4)  lines  to  V.  P.  from  corners  of  front  face  of  object  nearest 
the  eye  level,  line  representing  back  edge  of  object. 

November. 

1.  Design  book-cover.    Print  subject  in  capital  letters.  Decorate 

with  simple  border  of  lines  and  dots  or  unit  designs. 

2.  Surface  covering.    Rule  off  6  inch  x  6  inch  paper  into  diagonal  or 

rectangular  blocks. 
Let  pupils  cut  original  units  of  appropriate  size  and  shape  to 

trace  in  blocks  on  6  inch  x  9  inch  paper. 
Fill  in  alternately  with  complimentary  colors. 

3.  Make  a  poster  to  announce  a  Thanksgiving  entertainment. 

Use  printed  capital  letters  and  object  cut  in  paper  suggestive 
of  season. 

173 


December. 

1.  Winter  landscape. 

2.  Christmas  poster  or  booklet. 

3.  Draw  large  object — shovel,  jug,  etc. 

4.  Print  Christmas  verses. 

January. 

1.  Design  work,  in  surface  coverings  borders.    Repetition  of  unit. 

2.  Draw  simple  objects  with  table  line  and  shading. 

3 .  Grouping  of  objects . 

February. 

1.  Draw  cylindrical  objects  below  eye  level,  shading. 

2.  For  a  valentine.    Let  the  pupils  cut  out  figures  of  children  from 

fashion  sheets  and  color  in  good  combinations.  Mount  on  suit- 
able background. 

3.  Drill  on  pencil  sighting  to  secure  proportions  of  objects  for 

practice  only. 

4.  Pose  drawing  with  pencil  sighting. 

March. 

1.  Draw  baskets  in  parallel  perspective. 

2.  Study  trees.    Different  shapes  of  trees. 

Learn  their  names.    Make  drawings  of  familiar  trees. 

April. 

1.  Design.    Make  designs  for  borders  and  corners.    Original  units 

may  be  obtained  by  folding  and  cutting  small  squares  of  paper 
to  conventional  leaf  or  flower  forms  and  tracing  at  intervals 
of  good  proportion. 

2.  Print  capitals  and  small  letters. 

3.  Draw  spring  flowers  with  colored  crayons  or  ink  and  brush. 

4.  Make  an  Easter  booklet  combining  flower  decoration  and  print- 

ing in  good  spacing. 

May. 

1.  Make  a  color  chart. 

Red,  orange,  yellow,  green,  blue,  violet. 
Red  and  yellow — orange. 
Blue  and  yellow — green. 
Blue  and  red — violet. 

Red,  blue  and  yellow — brown,  or  when  applied  in  their 
greatest  intensity,  make  black. 

2.  Pose  drawing. 

3.  Groups  of  objects  with  shading. 
June. 

1.  Make  folio  for  drawings,  decorate  with  border. 

2.  Mount  best  specimens  saved  from  year's  work. 

Suggestions  for  Grade   V. — Animal — Dog;  Tree — Horse  Chestnut; 
Flower,  Sweet  Pea. 

174 


DRAWING 


Grade  VI 

Approximate  Time  80  Minutes  Per  Week. 

September. 

1.  Plant  drawing.    More  attention  given  to  details,  accent  stem  to 

show  joining  of  twigs. 

2.  Landscape.    Attention  given  to  grouping  of  objects  in  picture  and 

good  spacing. 

3.  Make  designs  for  stencils  from  drawing  of  wild  flowers,  seed  pods, 

etc. 

4.  Develop  the  stencil  and  cut  out  parts. 
October. 

1.  Draw  milk  weed  or  other  wild  plants.    Accent  stem  and  shade 

leaves  to  show  turning  and  foreshortening. 
Have  drawing  within  a  rectangular  or  circular  frame  to  show 
good  proportion  of  spacing. 

2.  Object  drawing  of  mugs,  pitchers,  bowls  below  eye  level  showing 

foreshortening  of  circle. 

3.  Make  a  scale  of  five  tones  from  black  to  white  with  soft  pencil. 

4.  Make  a  scale  of  five  tones  of  one  color  from  its  lightest  tint  to  its 

greatest  intensity. 

November. 

1.  A  fall  landscape  with  brush  and  ink  in  light,  medium  and  dark 

tones. 

2.  Parallel  perspective  of  cube  and  prism,  cylinder. 

3.  Draw  and  color  a  landscape. 

December. 

1.  Design.    Select  some  plant  or  leaf  form  as  a  motif  and  divide  into 

smaller  units  of  large,  medium  and  small  spaces. 
Color  designs  in  harmonious  combinations. 
This  work  may  cover  several  lessons. 

2.  Make  a  Christmas  booklet  or  poster.    Special  attention  given 

to  space  arrangement  and  good  lettering. 

January. 

1.  Collect  photographs  of  landscapes  and  copy  in  pencil  with  values 

of  light  and  dark. 

2.  Corner  designs.    Let  pupils  develop  original  corner  designs,  begin- 

ning with  a  simple  angle  angle  and  dividing  it  up  into  unequal 
spaces. 

3.  Practise  printing  capital  and  small  letters. 
Cut  letters  from  paper  two  inches  square. 

4.  Draw  perspective  views. 
Houses  in  perspective. 

February. 

1.  Pose  drawing  with  careful  attention  to  proportions. 

2.  Draw  a  plan  for  a  school  yard  marking  off  spaces  for  trees,  benches, 

walks  etc. 


175 


3.  Draw  a  table,  chair  or  other  large  object  in  parallel  perspective. 

4.  Draw  kitchen  utensils  with  handle  indicating  the  thickness  of 

rim  and  shading.  In  shading  let  the  strokes  go  in  the  same 
direction  as  the  outline  of  the  object. 

March. 

1.  Pose  Drawing.    Blocking  in.    Having  marked  off  the  proportions 

of  figure,  block  in  the  general  outline,  than  finish  off  details 
in  accented  strokes. 

2.  Draw  bare  trees  showing  branches  growing  out  from  the  trunk, 

relative  thickness  of  branches. 

3.  Landscape  drawing  of  a  railroad  and  trees,  showing  how  objects 

far  away  appear  smaller,  applying  the  principles  of  parallel  per- 
spective. 

April. 

1.    Historic  Ornament. 

Egyptian  ornament.  Have  pupils  look  up  important  characteris- 
tics of  Egyptian  ornament.  Copy  some  of  the  more  familiar 
examples  of  units  and  borders  used  in  Egyptian  ornament. 

May. 

1.  Plant  study.    Spring  flowers. 

2.  Landscape  in  color. 

3.  Illustrative  drawing  of  incidents  taken  from  geography  lesson. 

People  engaged  in  occupation  in  some  other  part  of  the  world. 

June. 

1 .  Review : — Principles  of  perspective. 

2.  Proportions  of  pose  drawings. 

3.  Make  a  folio  for  holding  drawings. 

Suggestions  for  Grade  VI.    Animal,  Horse;  Tree,  Elm;  Flower,  Nas- 
turtium. 

DRAWING 
Grade  VII 

Approximate  Time  60  Minutes  Per  Week. 

September. 

1.  Foreshortening  and  turning  of  leaves.    Shading  with  pencil  in 

light,  medium  and  dark  tones. 

2.  Copy  pictures  of  sprays  of  leaves  for  technique.    Careful  drawing 

of  thickness  of  stems  and  joints,  a  well  finished  drawing. 

3.  Autumn  flowers  in  color. 

October. 

1.    Autumn  landscape  including  trees,  road  and  hills  in  background 

using  good  arrangement  of  spacing. 
3.    Use  post  cards  or  simple  landscapes  for  suggestions.  Construct 

from  these  models,  placing  centre  of  interest  first. 
3.    Study  characteristic  forms  of  familiar  trees  relative  size  of  trunk 

to  general  mass. 

176 


4.  Hallowe'en  poster.  Cut  designs  appropriate  to  season  from 
colored  paper.  Mount  on  bogus  paper  with  word  HALLOW- 
E'EN printed  or  cut  from  one  inch  squares  of  paper.  Have 
good  proportion  of  spacing. 

November. 

1.  Review  colors. — Standard  colors.    Prismatic  colors. 

2.  Teach  complimentary  harmony. 

3.  Make  color  chart  of  six  standard  colors — red,  orange  yellow, 

green,  blue,  violet.  Those  colors  which  come  opposite  each 
other  on  color  chart  are  complimentary  colors  and  when  mixed 
together  make  gray.  Red  and  green;  Yellow  and  violet; 
Orange  and  blue. 
Conventional  designs  from  leaf  forms  or  dry  seed-pods.  Original 
units  to  be  used  in  border  designs  for  December  work. 

4.  Lettering. — Capital  letters  at  least  three-eighth  of  an  inch  in  width 

of  line,  height  about  three  inches. 

5.  Practise  in  lettering  quotations  and  notices,  short  advertisements. 

Use  brush  and  ink. 

December. 

1.  Design  for  book-cover.    Apply  one  of  the  designs  made  in  pre- 

vious lessons  as  a  decorative  border  for  a  book-cover. 

2.  Winter  landscape  on  gray  paper.    Delicately  tinted  sky,  bare 

trees  receding  road  or  river. 

3.  Magazine  pictures,  photographs  of  trees  or  landscape  will  furnish 

suggestions  for  original  drawings.  Teach  analogous  harmony. 
Order  of  color  chart. 

Red,  Orange,  Yellow,  Green,  Blue,  Violet. 
Those  colors  which  come  next  each  other  on  the  color  chart,  when 
combined  produce  analogous  harmony,  i.e. : 

red-orange 

orange-yellow 

yellow-green 

green-blue 

blue-violet. 

4.  Make  unit  designs  in  analogous  harmony  having,  for  example,  red 

for  background  and  orange  for  design. 

January. 

1.  Review  principles  of  perspective  involved  in  foreshortened  circle, 

parallel  perspective  above  and  below  the  eye  level. 

2.  Interior  decoration. 

3.  Color  scheme. 

Make  a  perspective  view  of  corner  of  room  showing  one  wall  and 
part  of  ceiling  or  corner  view,  showing  two  walls  and  part  of  floor. 
Have  one  or  two  simple  objects  in  picture,  such  as  a  table  and 
cover,  window  and  curtain.  Plan  carefully  color  scheme  before 
beginning  to  color.  Have  darkest  colors  on  floor,  lightest  on  ceil- 
ing. 

February. 

1.  Review  principles  of  parallel  perspective. 

2.  Draw  house  partly  above  and  partly  below  eye  level. 

177 


3.  Color  Hot  Colors:  Red,  Orange,  Yellow. 
Color  Cold  Colors:  Green,  Blue,  Violet. 

4.  Mix  complimentaries : 

Red-Green. 
Orange-Blue. 
Yellow- Violet. 

5.  Interior  Decoration. 

Wall  and  part  of  floor  showing  horizontal  window.    Color  with 
harmonious  combination. 

March. 

1.  Decorative  Initial  Letter.    Choose  an  initial  letter  about  three 

inches  in  height  and  not  less  than  three-eighths  of  an  inch  in 
width  of  line.    Decorate  within  a  square  or  circle  with  floral 
design  in  three  or  four  harmonious  colors. 
Outline  letter  in  black. 

2.  Pose  drawing.    Make  sketches  of  boys  or  girls  in  the  class.  Use 

these  drawings  for  illustrations  of  stories  from  literature  or 
history. 

3.  Illustrative  drawings.    Select  subjects  for  illustrative  drawings 

from  geography  or  history,  outside  reading  or  familiar  scenes. 

April. 

1.  Color  spring  flowers  in  crayons  or  water  colors. 

2.  Interior  decoration.    Corner  of  room.    Chair  near  window.  Have 

center  of  interest.    Color  in  analogous  harmony. 

3.  Outdoor  scene  in  perspective  including  railroad-tracks,  fence  or 

buildings.    Not  too  many  details. 

4.  Draw  group  of  two  or  three  objects  in  angular  perspective. 

May. 

1.  Historic  Ornament. 

2.  Written  composition  on  important  characteristics  of  Greek  Orna- 

ment. Let  pupils  tell  the  examples  of  Greek  ornament  they 
have  observed  in  the  buildings  of  the  city. 

3.  Draw  Greek  borders  and  symbols. 

4.  Water  colors : — Lotos  lily. 

June. 

1.    Out-door  study. 
Landscape  in  color. 
Flower  painting. 

Suggestion  for  Grade  VII. — Animal,  Deer;  Tree,  Maple;  Flower,  Clover. 


DRAWING 


Grade  VIII 

Approximate  Time  60  Minutes  Per  Week. 

Spetember. 

1.  Select  a  spray  of  autumn  flowers  or  berries  and  arrange  in  the  flat. 

2.  Make  an  outline  drawing  of  the  same  and  color.    Fill  in  shadows 

in  background  with  blue  green  wash.  Color  leaves,  stem  and 
fruit  in  natural  colors. 

178 


3.  Make  a  simple  border  design,  using  horse-chestnut  burr  and  leaf 

as  a  motif. 

4.  Brush  and  ink  drawings  of  bunch  of  grapes  showing  high  lights. 

5.  Geometrical  Drawing.    Bisect  a  line;  bisect  a  given  arc. 

October. 

1.  Draw  landscape — color  sky  in  sunset  hues.    Land  objects  in  sub- 

dued green  or  purple  tones. 

2.  Make  a  working  drawing  of  a  book  case.    Take  measurements 

from  one  which  may  be  in  the  room.  Show  all  details  in  your 
drawing. 

3.  Plan  color  scheme  for  painting  exterior  of  a  house.    Discuss  good 

combinations  of  color  and  what  you  think  could  be  pleasing. 

4.  Print  a  list  of  the  color  terms  you  have  learned  such  as:  Primary 

colors,  tints  and  shades,  complimentary  colors,  analogous 
harmony. 

5.  Geometrical  drawing. 

Erect  a  perpendicular  at  the  end  of  a  given  line. 

November. 

Study  Trees: 

1.  Spreading  of  trunk  at  the  base. 

2.  Position  and  growth  of  branches  at  joints. 

3.  Different  directions  of  growth  of  branches  as  in  elm,  willow,  apple, 

maple,  poplar  and  other  common  trees. 

4.  Varying  shapes  of  tops  of  trees. 

Draw  different  kinds  of  trees. 

1.  Draw  landscape  showing  sky  and  hills  in  background;  water  and 

tree  trunks  in  foregound. 

2.  Interior  decoration: — Plan  color  scheme  for  one  room  of  a  house, 

including  floor,  walls,  ceiling,  furniture  and  coverings. 

3.  Design  menu  card  for  Thanksgiving  dinner. 

December. 

1.  Review  convergence  of  objects  below  eye  level.    Groups  of  three 

with  shading  showing  table  line. 

2.  Design.    From  snow  flakes,  select  a  motif  for  a  design.  Use 

design  in  surface  covering. 

3.  Sketch  winter  landscape  from  nature,  sky  in  sunset  colors. 

4.  Draw  a  line  parallel  to  a  given  line  at  a  given  distance  from  it. 

January. 

L    Draw  in  perspective.    Two  or  three  books  fastened  together  with 
a  strap.    Draw  a  book  open  on  desk. 

2.  Grouping  of  objects — bowl  and  fruit  with  table  line  and  shading. 

3.  Decorative  initial.    Draw  a  circle  two  inches  in  diameter  and  print 

monogram  within  it. 

4.  Print  a  poster  for  school  entertainment. 

5.  Bisect  a  given  angle. 

February. 

1 .  Make  a  perspective  drawing  of  a  desk. 

2.  Draw  an  interior  corner  of  a  room  showing  mantle  and  fireplace. 

179 


3.  Design. — Draw  brackets  and  iron  fixtures,  hanging  signs. 

With  the  circle  as  a  center  draw  brackets  with  spiral  curve 
designs. 

Let  pupils  study  illustrations  of  brackets  as  shown  in  catalogues 

or  ornamental  gas  and  shelf  fixtures. 
Finish  drawings  in  ink,  showing  thickness  of  joinings. 

4.  Upon  a  given  line  at  a  side  construct  an  equilateral  triangle. 

March. 

1.  Draw  simple  piece  of  furniture  in  perspective.    Have  pupils  test 

drawings  and  correct  errors. 

2.  Draw  Egyptian  designs — lotus  lily,  papyrus. 

3.  Draw  Greek  borders,  scroll,  egg-and-dart. 

4.  Perspective  views. 

April. 

1.  Draw  a  bunch  of  spring  flowers  arranged  in  vase,  color. 

2.  Interior  corner  of  room.    Locate  eye  level.    Show  apparent  di- 

rection of  lines,  ceiling,  floor,  doors,  windows.    Show  details. 

3.  Color  interior  in  analogous  or  complimentary  color  scheme. 

4.  Design  a  border  using  the  lotus  as  a  unit. 

5.  Upon  a  given  line  at  a  side  construct  a  square. 

May. 

1.  Make  a  poster  to  advertise  some  special  occasion.    Objects  in 

water  colors,  cut  paper  letters.  Careful  arrangement  of 
spacing. 

2.  Copy  border  of  historic  ornament. 

3.  Design  cover  for  Commencement  Day  Program. 

4.  Upon  a  given  line  at  a  side  construct  a  hexagon. 

June. 

1.  Design  pennant  or  print  motto  for  some  school  activity. 

2.  Conventional  design  for  table  runner  or  pillow  top. 

3.  Initial  letters  and  monograms. 

4.  j&Historic  ornament.    Study  of  proportions,  balance,  rhythmical 

lines  in  good  arrangement. 

Suggestion  for  Grade  VIII.    Animal,  Camel;  Tree,  Oak;  Flower, 
Poppy. 


180 


HUSH  HISTORY 


The  following  plan  for  the  teaching  of  Irish  History  has  been  pre- 
pared for  introduction  in  the  Parochial  Schools  of  the  Archdiocese  where 
the  majority  of  the  children  are  of  Irish  descent. 

The  purpose  is  to  give  to  these  children  some  acquaintance  with  the 
traditions  and  achievements  of  their  race.  The  history  of  the  Irish 
people  offers  numerous  heroic  examples  of  steadfast  adherence  to 
religious  principles  in  the  face  of  long  and  violent  persecution.  Fur- 
thermore in  days  of  prosperity  no  nation  has  been  more  devoted  to 
education  and  the  cultivation  of  the  fine  arts.  An  insight  into  this 
new  field  of  knowledge  will  surely  bring  to  the  young  minds  a  deep 
appreciation  of  their  inheritance  and  a  desire  to  emulate  the  splendid 
examples  of  devotion  and  self-sacrifice  of  the  people  of  their  race. 

The  teacher  should  not  present  the  matter  in  a  disconnected  way, 
but  rather  in  brief  narrative  form.  The  topics  suggested  should  be 
read  and  discussed  orally  with  the  children.  They  will  also  serve  as 
occasional  subjects  in  English  Composition.  Teachers  should  try 
to  develop  two  topics  a  month. 

The  time  allotment  is  approximate  and  should  be  included  in  the 
History  and  Literature  periods. 


Grade  VH 

Approximate  time  30  minutes  per  week 

From  the  Legendary  Races  to  the  Rebellion  of  1641 

I.   Institution  and  Customs. 

1.  Books  and  Book  Lore. 

2.  Music  and  Art. 

3.  Churches  and  Monasteries. 

4.  Various  Customs. 

II.   Ireland  Under  Native  Rulers.    (Earliest  Times  to  1172.) 

1.  Pagan  Ireland. 

(a)  Legends. 

(b)  Religion. 

2.  Introduction  of  Christianity. 

(a)  St.  Patrick's  early  life  and  labors. 

3.  Religion  and  Learning  in  Early  Christian  Ireland. 

4.  Schools.    Missionaries  on  the  Continent. 

5.  The  Danes. 

6.  Brian  Boru  and  the  Battle  of  Clontarf. 

m.   The  Period  of  Invasion  (1172-1547). 

1.  The  First  Anglo-Norman  Adventures. 

2.  A  Century  of  Turmoil. 

3.  The  Statute  of  Kilkenny. 

4.  Henry  VIII  and  Ireland. 

181 


IV.   The  Period  of  Insurrection,  Confiscation,  Plantation  (1547-1641) . 

1.  Causes  of  Strife. 

2.  Rebellions  and  Insurrections. 

(a)  Shane  O'Neil. 

(b)  The  Geraldine  Rebellion. 

(c)  Hugh  O'Neil. 

(d)  The  Rebellion  of  1641. 

Grade  VIII 

Approximate  time  30  minutes  per  week 

From  1641  to  the  Present  Day 

I.   The  Period  of  Insurrection  and  Confiscation  ( 1 64 1-1 695 ) . 

1.  The  Confederation  of  Kilkenny. 

2.  Cromwell  in  Ireland. 

3.  The  Reign  of  Charles  I. 

4.  The  War  of  the  Jacobites. 

(a)  The  Siege  of  Deny. 

(b)  The  Battle  of  the  Boyne. 

(c)  The  Last  Siege  of  Limerick. 

(d)  Sarsfield  and  the  Irish  Brigade. 

II.   The  Period  of  the  Penal  Laws  (1695-1829). 

1.  The  Penal  Laws  governing  Religion,  Education,  Social 

Position,  Property,  Trade. 

2.  Struggles  for  Legislative  Independence. 

3.  The  Volunteers. 

4.  Legislative  Independence. 

5.  The  Rebellion  of  1798. 

HI.   The  Modern  Period  (1829-1923). 

1.  The  Legislative  Union. 

2.  Robert  Emmet. 

3.  Catholic  Emancipation. — Daniel  O'Connell. 

4.  Father  Matthew. 

5.  The  Famine. 

6.  The  Young  Ireland  Party. 

7.  Education  in  Ireland. 

8.  The  Home  Rule  Movement. 

9.  The  Sinn  Fein  Movement. 

10.  The  Free  State. 

11.  Industrial  Progress. 

12.  The  Irish  in  Other  lands. 

182 


SUGGESTIVE  REGULATIONS  FOR  MARKING  WRITTEN  WORK 
(a)  RELIGION,  HISTORY,  GEOGRAPHY 


1.  Deduct  one-half  point  for  every  misspelled  word. 

2.  Deduct  one-half  point  for  every  grammatical  error. 

3.  Deduct  one-half  point  for  each  of  the  following:  Omission  of  the 
most  important  punctuation  marks  such  as,  the  period  at  the  end  of 
sentences  and  after  abbreviations,  the  interrogation  point,  exclamation 
point,  quotation  marks,  apostrophe  in  possessives  and  contractions; 
the  comma  before  a  direct  quotation,  after  yes  and  no  followed  by  a 
sentence,  to  separate  name  of  a  person  addressed,  in  a  series  of  words; 
capitals  omitted  and  misplaced,  proper  names  of  places  and  persons, 
first  words  in  sentences,  letters  I  and  O,  names  of  God,  etc. 

The  following  directions  embrace  all  of  No.  3  without  the  details. 

In  Religion,  History  and  Geography,  when  marking  written  tests, 
deduct  one-half  point  for  each  failure  to  apply  the  rules  of  punctuation 
and  capitalization  taught  in  that  grade  and  in  the  preceding  ones,  other- 
wise we  are  teaching  for  the  sake  of  filling  the  children's  minds  with 
rules  which  we  do  not  expect  them  to  apply.  Take  this  instance,  in 
Grade  V  we  teach  the  use  of  the  comma  in  a  series  of  words,  now  when 
the  pupils  write  the  answer  to  the  question,  "Is  God  just,  holy,  and 
merciful?"  it  is  as  easy  to  teach  the  application  of  the  rule  in  this 
sentence  as  in  any  other.  The  same  may  be  said  of  written  work  in 
History  and  Geography. 

Each  teacher  by  consulting  the  ''Course  of  Study"  for  her  own  grade 
and  the  preceding  ones  can  easily  prepare  for  herself  a  list  of  the  rules 
taught ;  in  the  higher  grades  each  pupil  may  have  these  copied  on  a  card 
for  reference  in  correcting  his  own  work.  It  can  be  done  and  it  is 
worth  trying. 


(6)  ENGLISH 

The  marking  should  be  stricter.  When  the  question  asks  for  only 
sentences,  these  should  be  perfect  in  every  detail;  the  omission  of  a 
capital  letter,  of  a  comma,  of  an  apostrophe  may  be  sufficient  reason 
for  deducting  the  full  value;  all  will  depend  on  the  question.  The 
answer  to  the  following,  "Write  an  interrogative  sentence,  or  write  a 
sentence  containing  an  abbreviated  word  or  a  contraction,  the  essen- 
tials would  be  the  interrogation  point,  or  the  abbreviated  word,  or  the 
contraction,  if  these  are  omitted,  of  what  value  is  the  answer?  The 
same  holds  good  where  a  blank  is  left  to  be  filled  in  correctly. 

In  marking  compositions,  the  formula  for  correction  containing 
seven  parts:  1.  Indenting  the  paragraph.  2.  Capitals,  etc.,  from 
STANDARDS  IN  ENGLISH,  Mahoney,  page  35,  is  a  good  guide  and 
covers  practically  all  the  details  emphasized  in  the  Grammar  Grades. 
From  the  value  of  the  theme  allow  so  much  to  cover  technicalities,  say 
one-fourth,  and  make  the  deductions  accordingly. 

When  the  deduction  is  one-half  point  for  the  violation  of  a  rule,  the 
omission  of  commas  in  a  series  of  words  would  not  require  the  loss  of 
one-half  point  for  every  omitted  comma,  but  one-half  point  would 
cover  all;  the  same  holds  good  in  the  use  of  quotation  marks. 

183 


(c)  ARITHMETIC 


In  arithmetic  give  no  value  whatever  in  any  grade  for  abstract  work 
which  is  not  absolutely  correct. 

Besides  the  statement  of  a  problem  into  its  parts,  known  and  un- 
known, or  given  and  required,  method  is  understood  to  embrace  the 
process  by  which  the  problem  is  solved. 

In  all  grades  one-half  value  for  method  in  a  problem  where  some 
reasoning  is  required.  In  a  problem  where  method  is  correct,  but 
slight  error  in  calculation  occurs,  the  "slight  error"  does  not  mean  the 
omission  of  a  decimal  point  making  an  answer  of  $50.00  appear  $5000 
or  vice  versa;  but  where  an  answer  of  $4.70  is  found  instead  of  $4.75  or 
the  fraction  of  5  11/12  instead  of  5  7/12,  in  marking  these,  deduct  one- 
fourth  or  one-fifth  of  what  is  allowed  for  calculation. 

If  the  pupils  are  taught  the  meaning  of  "approximate  answer"  such 
errors  as  the  omission  of  decimal  point  will  in  many  cases  be  avoided. 
In  taxes,  commission  and  insurance  this  especially  is  important. 


184 


Date  Due 

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BOSTON  COLLEGE 


3  9031  01485155  4 


BOSTON  COLLEGE  LIBRARY 

UNIVERSITY  HEIGHTS 
CHESTNUT  HILL,  MASS. 

Books  may  be  kept  for  two  weeks  and  may  be 
renewed  for  the  same  period,  unless  reserved. 

Two  cents  a  day  is  charged  for  each  book  kept 
overtime. 

If  you  cannot  find  what  you  want,  ask  the 
Librarian  who  will  be  glad  to  help  you. 

The  borrower  is  responsible  for  books  drawn 
on  his  card  and  for  all  fines  accruing  on  the  same. 


